Children\'s Mathematics

counting, 23, 41, 52, 59, 62, 63, 70, 77,

83, 87, 88, 91, 99, 100, 103, 105, 186,

187, 188, 189, 195, 196, 202, 203,

206, 210, 219, 220, 221, 222, 223,

234, 241

CCoouunnttiinngg ccoonnttiinnuuoouussllyy,, 108, 109–112,

117, 124, 131, 210

creativity, 34, 35, 191, 239

cultural-historical approach/theory, 5

cultural tools, see symbolic tools

see alsosocio-culturalism

cultural transmission of mathematics, 5

Curriculum Guidance for the Foundation

Stage, xvii, 7, 107, 232, 233

see alsoEarly Years Foundation stage

data (handling), 25, 87, 157, 177–179,

198, 210, 211, 214

see alsographs

Denmark, 139

‘Developmental Education’, 5, 12, 213

DDiimmeennssiioonnss ooff mmaatthheemmaattiiccaall ggrraapphhiiccss,, 91,

105, 130, 131, 238, 240

direct modelling–seemodelling

display, 24, 82, 134, 141, 147–149, 151,

157, 162, 170, 185, 187, 215, 233

see alsonotice-boards

division, 60, 75, 88, 132, 174–177, 240,

241

ddyynnaammiicc ffoorrmm ooff ggrraapphhiiccss,,87, 89, 90, 101

EEaarrllyy eexxpplloorraattiioonnss wwiitthh mmaarrkkss, 93–96,131

early operations, 91, 105, 108–132

EEaarrllyy wwrriitttteenn nnuummeerraallss, 91, 96–99, 105,

131

Early Years Foundation Stage, xviii

see also Curriculum Guidance for the

Foundation Stage

Education Reform Act (ERA), 37

Effective Early Learning (EEL) project, 46,

135

Effective Provision of Pre-school Education

(EPPE) Project– see sustained shared

thinking

emergent writing/early writing 2, 12, 13,

21, 33, 57–62, 63, 66, 67, 68, 74, 78,

79, 82, 86, 90, 95, 96, 99, 124, 125,

191 232, 234

emergent mathematics, 9, 12, 14, 34,

Emergent Mathematics Teachers, 2, 10,

11, 58, 86

environment, 22, 28, 30, 35, 40, 41, 43,

44, 57, 61, 64, 67, 74, 98, 99,

134–161, 166, 169–172, 187, 190,

200, 215, 217–218, 219

estimation, 53, 101, 144, 146, 164

Every Child Matters, xviii, 169

examples, 205–211, 238

see alsomodelling

Excellence and Enjoyment, xvii

EExxpplloorriinngg ssyymmbboollss,, 108, 118–119, 130, 131

family/ families, 15, 14, 21, 24, 25, 26, 27,

29, 30, 31, 32, 44, 60, 65, 71, 145,

146, 147, 215, 216–228

see alsoparents/carers,

foreign language/ foreign language

learning (L2), 77 -79, 81

see alsosecond language learning

FFoorrmmss, 87, 88, 89, 90, 117, 119, 121, 130,

171, 172, 177, 190, 213, 238, 240

see alsotransitional forms

Foundation stage, xvii, xviii, 6, 7, 9, 34,

107, 191, 232, 233

fractions, 19 -20 196

free-flow play, 137,139, 197

see alsochild-initiated play

graphics area, 149–151, 153, 154, 156,

162, 166, 171, 234

see alsowriting area, writing table

graphs/charts, 18, 25, 157, 159

see also data handling, tables

generational marks/structures, 62, 89,

99

genre, 74, 87, 164, 211, 234

holistic approach, 198

Holland, 75, 127

see alsothe Netherlands

home corner, 145

see alsorole play, symbolic play

home mathematics, 2, 64, 68, 76, 83, 85,

106, 196, 217

Hundred Languages, 14, 32, 33, 94

see alsoReggio Emilia,

iiccoonniicc ffoorrmm ooff mmaarrkkss, 108, 115, 122, 130,

172, 177, 182, 186, 188, 208, 213,

214, 141, 242

see also tallies

idiosyncratic, 90–91, 230

IImmpplliicciitt//iimmpplliieedd ssyymmbboollss, 119, 121, 122,

123, 130, 135, 241

see also EExxpplloorriinngg ssyymmbboollss

inclusion, 172, 229–230, 235, 239

Integrated Children’s Centre, see

Children’s Centres

inter-language, 78

intuitive/invented methods, 41, 89, 109,

127

involvement (child), 21, 23, 45, 46, 55,

62, 135, 194, 221

adult, 138

Subject index 257

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