Young Children recording mathematically - LT Scotland
Young Children recording mathematically Lynda Keith Lynda Keith Education [email protected] www.lyndakeitheducation.co.uk
Young children recording mathematically AIMS of the course: To explore ways to enable and encourage young children to make mathematical recordings in and through their play. To explore the current thinking about the importance
of mathematical graphics as a tool for childrens thinking. To examine the stages of development in childrens mathematical recordings and graphics. How are your children encouraged to record or mark make
mathematically just now? Grids Grids and tables? Martin Hughes Tins game
Mark Making: why is it important? Through their marks, children are communicating their ideas, expressing their feelings, developing their imagination and creativity, and testing their hypotheses about the world. These opportunities for making thinking visible are fundamental to childrens learning and development should be the entitlement of every child.
Mark Making matters, pg 4, DCSF ( 2008) Recording Usually recording after a practical activity Context? Meaning?
Childrens own choice Childrens own thinking Childrens own meanings Childrens own graphics Childrens own layouts Children challenge themselves Carruthers, E & Worthington,M ( 2003)
Scribble making Drawings Numerals Signs Writing Invented symbols Standard symbols Tally type marks
Why? Making sense of own marks and symbols Quality and depth of thinking
Link to symbolic play Helps with childrens later understanding
of formal written maths Real purpose Real audience Context that children understand
Bridges gap between home - nursery school Children see themselves as mathematicia
ns They think creatively and are innovative They become more confident in solving problem in their
own way Children learn about written mathematics through using their own
Supports their understanding in all areas of maths Supports the developing concepts of mathematical
langauge Numbers as labels hnfr Hundreds and pounds
Continuous counting Stages in Early Maths graphics Exploration with marks Numbers as labels Numbers in contexts through play Representing quantities
Matching numerals to quantities in play and other contexts Representing concepts of addition and subtraction Role of adults
Value Observe Annotate Discuss
Model How could this help you in future observations? Next steps?
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