jottings, 82, 85, 108, 126, 127–129, 131,
187, 226, 241language, (dialogue/discussion/talk), 119,
121, 129, 135, 166, 173, 181, 204,
221, 222, 231, 242
larger numbers, 101, 108, 122, 123, 124,
126, 127, 202, 203
Learning Networks (national), 170, 239
see alsoCambridge Learning Network
length,seemeasures
Listening to Young Children
logico-mathematics, 37, 75manipulatives, 75
see alsopractical mathematics
mark-making, 2, 3, 4, 7, 13, 31, 34, 41, 42,
43, 44, 54, 55, 59, 61, 74, 76, 89, 94,
99, 139, 141, 145, 151, 160, 176, 199,
220, 224, 226, 238, 241
outside, 160, 166, 167
EEaarrllyy eexxpplloorraattiioonnss wwiitthh mmaarrkkss, emergent
writing, visual representation,
Mathematical Activities for the Foundation
Stage, 6
mathematical literacy, 9–11, 14, 24, 26, 35
mathematical set, 218
mathematicians, 10, 33, 37, 40, 58, 90
mathematization, horizontal and vertical,
4, 213
measures/measurement, 19, 211, 145, 196,
198, 211, 223, 224, 241
time, 100, 145, 153, 160, 181, 196, 217,
219, 222, 224, 225
length, 45, 46, 48, 52, 53, 61, 62, 77,
137, 145, 146, 149, 150, 222
weight/weighing, 18, 43
MMeellttiinngg ppoott, 113, 114, 131
mental/oral, 75, 76, 85–86, 92, 101, 108,
227
‘mental tool-box’, 173, 210, 213, 214, 241
modelling, 114, 125, 137, 148, 171, 172,
190, 204, 205, - 215, 241
see alsoexamples
money, 25, 26, 56, 63, 144, 146, 168, 169,
196, 211, 220, 222, 223, 224, 225,
227, 229
multi-competencies, multi-competent,
78–79, 80
multiplication, 73, 75, 118, 132, 150,
181–185, 185–190, 240, 241
see alsorepeated addition
multi-modal/multi-modality, ix, x, 11, 21,
62, 91–94, 105, 131, 135–136, 190,
191, 199, 213, 226, 239, 241
NNaarrrraattiivvee, 88, 112, 113, 115, 118, 119,
177, 241NNaarrrraattiivvee aaccttiioonn, 112–114, 241
National Curriculum, 6
National Numeracy Strategy,4, 6, 7, 75, 76,
85, 86, 107, 127, 232, 233
National Writing Project, 84
negative numbers, 159, 203, 204
Netherlands, 4, 5, 10, 12, 214
see alsoHolland,
New Zealand, 12, 36, 57, 63, 67
notations, 10, 14, 83
notice boards, 148–149, 215, 234
see alsodisplay
number line, 95, 127, 149, 151, 157, 158,
159, 164–166, 170, 171, 187, 189,
203, 204
empty, 4, 127, 159, 189, 241
SSttaannddaarrdd ssyymmbboolliicc ooppeerraattiioonnss wwiitthh ssmmaallll
nnuummbbeerrss,,sums
NNuummeerraallss aass llaabbeellss,,91, 99–100, 131observations, xvii, 11, 16, 38, 41, 44, 45,
46, 47, 52, 53, 54, 57, 61, 62, 64, 86,
91, 145, 150, 151, 161, 162, 165, 192,
198, 204, 224, 227, 233, 238
of schemas,seeschemas
odd/even, 177
Office box, 140, 144, 149, 160, 181
operant/operator – see alsosigns, symbols,
88, 105, 112, 125, 242,
outside play/outdoors, 4, 39, 43, 44, 47,
50, 53, 73, 134, 137, 141, 160, 166,
167, 170, 171, 227parents and carers, 21, 30, 31, 38, 39, 44,
73, 74, 145, 146, 180, 196m 198,
215, 216–228, 233, 239
see alsofamilies
partial knowledge, 33, 194
patterns, 62, 92
perimeter, 41, 46, 55
PPiiccttooggrraapphhiicc ffoorrmm ooff ggrraapphhiiccss,11, 66, 80,
87, 115, 122, 182, 242
place value, 74
play areas, 43, 170, 171, 175
small world 92, 94, 167–169
symbolic, 18,
see alsoblock play, child-initiated play,
child-initiated learning, free-flow
play, role play, symbolic play
child-initiated/self-initiated play, 20, 34,
37, 45, 48, 45, 62, 138, 161, 167–223
play-based curriculum, 5, 57, 82, 87
play spiral, 191
practical activities/mathematics 11, 75,
85–86, 106–108, 109, 114, 185, 242
see alsomanipulatives
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