The development of young children's mathematical mark making

Supporting children's graphical representations through talk, gesture, play and story contexts Mathematical graphics offer opportunities for personal sense-making by providing a conceptual link between practical exploration and symbolic representation. A six-yearold, in charge of the charity sh...

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Bibliographic Details
Published inMathematics Teaching no. 288; pp. 28 - 31
Main Authors Davenall, Janine, Dowker, Ann, Williams, Helen J, Gripton, Catherine, Gifford, Sue
Format Trade Publication Article
LanguageEnglish
Published Derby The Association of Teachers of Mathematics 01.10.2023
Subjects
Apprenticeship
Apprenticeships
Children
Children & youth
Education
Experimental Psychology
Graphical representations
Individual Differences
Mathematical analysis
Mathematical Aptitude
Mathematics
Mathematics Education
Mathematics Instruction
On the Job Training
Resilience (Psychology)
Resistance (Psychology)
Subtraction
Symbols (Mathematics)
Teaching
Teaching Methods
Young Children
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Summary:Supporting children's graphical representations through talk, gesture, play and story contexts Mathematical graphics offer opportunities for personal sense-making by providing a conceptual link between practical exploration and symbolic representation. A six-yearold, in charge of the charity shop role-play area can price items in whole pounds, for example, allowing them to successfully manage the addition of two or three items (Figure 4). [...]children build new knowledge by connecting and adapting existing understanding to deep understanding, where children can use and apply knowledge flexibly, providing a secure and stable basis for future learning. [...]deep understanding gained through mark making enables children to work autonomously, secure in the knowledge that they can record their process in a way that is meaningful to them.
ISSN:0025-5785