siblings use mathematics for real purposes such as ‘measuring a curtain rail and esti-
mating how many hooks to buy for curtains’ they are helping children make the links
between their own talk and play about mathematics. Ben also did this when he
decided to measure the bathroom and hall with toilet paper. Our two studies point to
the continuities of socio-cultural themes that begin in infancy and continue to provide
rich contexts for learning through meaningful interactions (Carruthers, 1997c).
The children experienced a full range of mathematics including a variety of cal-
culations, all aspects of measurements, probability and money. Sometimes they used
specific resources such as a measuring jug for milk or a foot gauge in a shoe shop,
and money counted was always real. These incidents occurred either because:- they were necessary
- they were initiated by the child
- they were fun
- they were part of the normal family routine.
Child-initiated play
In this study parents seldom noted children’s self-initiated play as mathematical and
there were only five recorded incidents of their play. As experienced Early Years edu-
cators and parents we might find this surprising. The growing body of research on
the early development of the brain (Carnegie Corporation of New York, 1994; Green-
field, 1997; Nash, 1997), schemas (Athey, 1990) and infants’ understanding of math-
ematics (e.g. Karmiloff-Smith, 1994) points to rapid development of mathematical
understanding from birth. Recent research also suggests links between early marks
and emerging literacies. Sheridan proposes that children’s early scribbling:
... serves four critical purposes: to train the brain to pay attention and to sustain
attention; to stimulate individual cells and clusters of cells in the visual cortex for
line and shape; to practise and organise the shapes and pattern of thought; and
through an increasing affinity for marks, to prepare the human mind for its deter-
mining behaviour: literacy. This literacy is multiple: visual and verbal, artistic and
scientific, mathematical, musical and literary. (Sheridan, 2003, p. 2)
Yet these research findings are in contrast to the outcome of our ‘Mathematics at
Home’ study in which parents appeared unaware of the mathematics within their
children’s play, unless it was a specific game such as playing shops. This suggests
then that adults generally have difficulty recognising mathematics within play
unless it is couched in specific mathematical language – usually of counting – or uses
specific mathematical resources such as money.Becoming alert to written mathematics
As their child’s first and continuing educators, it is clear that parents are very keen
to support and extend their child’s understanding (Athey, 1990; Hannon, 1995).
However, very few of the children in this study saw their parents write mathematics
for their own interests or work, activities that help establish the socio-cultural con-Involving parents and families 2238657part 2.qxd 04/07/2006 17:40 Page 223