Children\'s Mathematics

On p. 63 is a concept map to show the possible link between the development

of early writing and Sovay’s number development (Carruthers, 1997a; 1997b; 1997c).

The child in the study above demonstrated her understanding of numerals

through her number talk (Carruthers, 1997a; 1997b; 1997c). Although we found that

young children in general do not seem to be so prolific at putting marks on paper as

older children (there are exceptions and periods they go through when this is their

chosen way to represent) they do put their mathematical marks down on paper. In

Chapter 6 we have traced a pattern of early number development through young

children’s early mathematical marks. It is notable to point out that many of their

marks are ways of expressing their thoughts and as such they may not fit neatly into

art, writing, scientific or mathematical categories. The children represent what they

want to in a way that crosses ‘subject’ boundaries.

We have argued previously that early (emergent) literacy shares certain attributes

• Early explorations with marks

• Children exhibit behaviours that demonstrate they acquire conventional knowl-
  edge of reading and writing in a gradual way.


• Children’s approximations are accepted.


• The developmental process is viewed as a continuum from birth throughout life.


• Teaching is based on the observations of children’s learning and behaviours:
  teaching and learning are therefore intertwined.


• Children are seen as powerful learners, constantly making sense of their world.


• Learning is most effective when it is experienced as a whole picture which is not
  being broken into meaningless parts.


• Learning is best when it is presented in meaningful contexts.


• Children have real choices in their learning.


• The role of the teacher is not as sole giver of knowledge, but she understands that
  environmental and social factors and the child’s own knowledge are important con-
  tributory factors to the learning process. She sensitively takes these aspects into con-
  sideration and scaffolds the child’s learning (Worthington and Carruthers, 1998).

We would also add that:

• the child’s continual search for meaningin all contexts is one of the most signifi-
  cant features in the development of early mathematical marks, symbols and
  written methods.


• the development from informal ‘home’ mathematics, to subsequent abstract
  symbolism of ‘school’ mathematics, is negotiated and co-constructed by the
  members of the learning community, whether in the home or the Early Years
  setting.

In this section we map out some existing research that links the development of

mathematics and language.

As can be seen in the concept map on p. 65, there are parallels with research and

writings about literacy and mathematics development. It is interesting to note that

what has been discovered about knowledge of young children’s development in

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