Children\'s Mathematics

He has begun to recognise the power of abstract symbols in conveying meaning in

a concise, visual (abstract) form. Mark does not often choose to mark-make and we

were very encouraged by his choice of this activity. Providing both open-ended and

focused opportunities for mark-making outside showed us the potential and as this

example demonstrates, can also encourage boys to participate in meaningful ways.

Carl’s garage

THE MATHEMATICS counting

using numerals in play

the use of numerals for real purposes in society

AGE 3- and 4-year-olds

Carl, 4:5 years

CONTEXT in the nursery

child-initiated play

FEATURES opportunities to make mathematical marks in play

adult interaction in play

informal observation of one child

Role-play and small world play

I was spending an afternoon in a local nursery school and this provided an

opportunity to observe some 3- and 4-year-olds at play. Carl had decided to use the

big wooden blocks and began constructing a house with Danny’s help. Part way

through their play I joined in, making pens and paper available: this encouraged

Carl to use a great deal of mathematical mark-making. I picked up an imaginary

telephone:

Teacher Ring, ring. Ring, ring.

Carl looks surprised and turns to look around the room. I hold out my imaginary phone.

Teacher Phone call for the builders.

Carl Oh – yeah, right. Hello?

Teacher This is the builders’ yard. I’ve got some cement to deliver – do you

want anything else?

Carl Blocks – three blocks.

Teacher Right – I’ll bring them round on my lorry.

I arrive with imaginary delivery.

Teacher You’ll have to sign for them. Three blocks and one bag of cement.

Carl, Danny and Sam make some marks on the paper.

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