Children\'s Mathematics

the chalk board when they’re thinking about the numbers that are really difficult for

them, such as ‘5’, ‘2’ and ‘8’. Many children reverse numerals. This is common until

the children are about 7 years of age. Your child is very good at mental mathemat-

ics and solving problems, and his handwriting skills will develop to match his

mental ability as he sometimes works out his ideas about mathematics, on paper.

When do they get on to real maths?

A: I noticed when your child came to school, she was already very interested in

mathematics. She has really developed this and now her interest is in money. She is

also very interested in capacity which she often explores outside through filling con-

tainers and climbing inside large cardboard boxes. In our mathematics lessons I

focus on specific mathematical topics; this week we are exploring space and shape,

and the children are inventing their own three-dimensional shapes with the blocks.

This is all real mathematics and links with what they will be learning in the next

class. We are having a parents’ discussion about the children’s mathematics next

week. Would you like to come? It will be a small, informal group.

I know they like play but my child is ready for proper maths

A: Play is part of the children’s learning and their mathematics. Your child

particularly likes the office play area and last week she used the calculator to exper-

iment with ‘99 + 6’ and ‘99 + 7’. She predicted the answer each time and then

checked it on the calculator. The other children were very interested and copied her,

testing out their own calculations. Of course, as her teacher I teach the class specific

aspects of mathematics every day. We also make frequent observations of the chil-

dren’s play and plan ways of supporting individuals. We keep records of their math-

ematical progress throughout the year.

I don’t understand all those scribbles in their maths folders – it

doesn’t look like maths

A: Yes. It can be difficult for adults to understand but there is a lot of meaning in

your child’s marks. I have written what your child said about her marks in pencil at

the bottom of each page. We are having an exhibition of children’s mathematics,

from nursery through to 8-year-olds. If you are free to come you will see what it is

all about. Children’s written mathematics is also only a part of their mathematics

but it does help their thinking and mental methods.

Conclusion

Developing a genuine partnership with parents and carers can enrich all our lives.

When teachers and parents share their knowledge about what they have seen and

heard children do and say, they gain more than new knowledge: together they share

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