Children\'s Mathematics

supports a whole-school approach. Such a document provides examples of children’s

written mathematics from nursery through to 11 years of age. It is the product of a

series of meetings in which the staff agree teaching approaches and how to respond

to children’s marks. A good way to start is to look at your policy on supporting chil-

dren’s writing and see if your setting is giving the same messages in mathematics.

What do I say to the parents?

We found several positive ways of communicating what we were doing, with

parents. We have used pieces of children’s mathematical graphics in displays and

supported this by including our written comments, pointing out what the children

had shown that they understood. Some parents will need reassurance that a 4-year-

old’s scribbles will develop into standard numerals and sums. When we had a lot of

examples we put on a small exhibition in the hall and this allowed us to show the

development of their mathematics on paper, during the year.

We also invited parents to meet together to discuss ways of supporting their chil-

dren’s mathematics and the subject of their written mathematics arose at this time.

It may reassure parents to know that (in England) this forms what is regarded as rec-

ommended practice in the National Numeracy Strategyand the Curriculum Guidance

for the Foundation Stage.

How can I tell if they’re making progress?

We find that making informal observations (formative assessment) really tells us a great

deal about what children can do. Observing and really listening to what children say

about what they are doing, are very positive ways of assessing children’s understanding.

In order to know if children are progressing from what you observe them do today, you

will need to date and keep their mathematical graphics, and occasionally annotate

them when time allows. In this way you will have first-hand evidence of each child’s

development during the course of the year. It may be possible for this to be continued

for several years, to build up a profile during their time in the nursery or infant school.

How can we keep track of all the bits of paper?

Some teachers find a cardboard ‘envelope’ folder for each child is an easy way to

store all they do. Just make sure each piece is dated, if you are able. Children may

want to take some pieces home or you may use them in a display – then the photo-

copier will allow you to keep a copy for the child’s folder too.

How do I convince teachers of older pupils – they have been rather

sceptical in my school?

Make changes slowly. If you are keeping children’s mathematical graphics you will

be able to show their development over time. Using children’s own marks (rather

Children, teachers and possibilities 233

8657part 2.qxd 04/07/2006 17:40 Page 233