Children\'s Mathematics

Creating opportunities in Early Years settings

Munn (1997) in her study of nursery classes found that the adults provided many lit-

eracy experiences but few numeracy experiences for children. The teachers seemed

not to be as aware of the mathematical possibilities as they were of other subject-

based opportunities. On finding the provision of mathematical writing materials in

her nursery was not sufficiently stimulating, Mills (2002) supported the children’s

interest in mathematical marks and set out to provide more mathematical experi-

ences for the children:

Over the remainder of the autumn term I gradually introduced resources into the

setting. Number lines were placed in the graphics area along with diaries, lottery

slips, raffle tickets or any ‘numbered’ pieces of paper. A small play table in addition

to the graphics area had a calculator with large number keys and a large LCD display.

A note pad was placed beside a telephone. A large dice was provided and a set of lam-

inated number cards which children could handle, write on and play with. Numbers

were displayed at eye level including a number line up to 30 and a number square

up to 25. At every opportunity numbers were counted up and down the number

line. Certain play situations were set up to encourage the use of number in their play.

(Mills, 2002 p. 26)

In her observations of the children she found that they were using more mathemat-

ical language and engaging in mark-making with a mathematical intention. Chil-

dren played ‘taking registers’, made up number games, jotted down ‘numbers’ as

they spoke on the telephone and ‘practised’ writing numbers through self-initiation.

Below are some of her observations of children in the graphics area.

In both of these play situations the children were interested in each other’s mark-

making and what each other had to say. This social exchange will help them develop

confidence in their ability as mathematical writers. The adults in this situation were

keen to understand the children’s graphics and how they could support them. Not

only did they provide the materials but they listened to what the children said about

their marks and noted this down for future planning and for the children’s records.

Bradley, 3:5, had been playing with the calculator for about 15 minutes at the

writing table, writing as he looked at the keys. He said ‘my dad’s got one of these’.

Sam, 3:6, was watching as Bradley used the calculator. He also made marks on

paper (see Figure 8.7a).

Sophie, 4:2, played with the telephone at the writing table. She said ‘I know

Jade’s telephone number’ and wrote it down (see Figure 8.7b). Sophie was very

interested in numbers and was very confident in writing numerals. Alex listened

to Sophie and started copying what she was writing.

Environments that support children’s mathematical graphics 151

8657part 2.qxd 04/07/2006 17:23 Page 151