We have drawn on 14 separate pieces of our own research for this book.Research with children
- MEd dissertation: The ‘Sovay study’. This is a parent–child study of a young child’s
developing mathematical understanding between the ages of 22 and 42 months
(see Chapters 2, 3 and 11) (Carruthers) - MEd dissertation: A study of levels of cognitive challenge in a class of 4–6-year-olds (see
Chapters 3 and 4) (Worthington) - Observational study of children’s schemas, observed in a class of 4–6-year-olds during
one school year: this led to the mapping of children’s schemas over time (see
Chapters 3 and 4) - Study to compare outcomes of teacher-modelling and teacher-given examples, children 5
years of age(see Chapter 10) - Assessing the contribution of teacher-modelling on children’s own written methods (chil-
dren 6 years of age) – during the course of one term (see Chapter 10) - Observations of children’s self-initiated mark-making within role play (writing and math-
ematical graphics)in a class of 4- and 5-year-olds, (see Chapter 8)
Analysis of mathematical graphics
- Analysis of 700 examples of mathematical graphics collected from children 3–8 years:
these examples were analysed to determine both the forms of graphical marks and
their dimensions (Chapters 6 and 7) that form the taxonomy (p. 131), (Carruthers
and Worthington, 2005a) - Analysis of children’s mathematical graphics from an art perspective (see Chapter 6):
(Worthington and Carruthers, 2005c)
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Appendix:
Our Research
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