Children\'s Mathematics

and knowing how to write the number were not easy tasks for some of the children.

The children’s teacher found it a great assessment tool and remarked that the children

concentrated very well on what they were doing. Many were working in the zone of

proximal development (Vygotsky, 1978): this means they were thinking just beyond

what they could do to form new thinking. Discussing their graphical responses on

paper helped the children to think again and change some of their representations.

I felt most of the children could work out the nine times table using what they

already knew. The next steps that I would take are within the environment of the

classroom. I would display larger numbers in context and put up a number line to

1,000. I would also introduce a variety of counting strategies within 1,000 and

beyond. Working within hundred squares beyond 100, for example 500 to 600,

would extend the children’s knowledge of numbers beyond 100. The children also

need more opportunities to write larger numbers within lessons and independent

learning opportunities, for example through role play.

Figure 9.12 Multiplying larger numbers – Alison

Nectarines for a picnic

THE MATHEMATICS problem-solving

using division and multiplication

AGE 7 and 8 years

CONTEXT whole class with teacher

FEATURES supporting taught strategies or ‘jottings’

Case studies from early childhood settings 187

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