Description
Book SynopsisThis book challenges traditional beliefs and practices of teaching 'written' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children's early mathematical thinking and in particular into children's mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. Drawing on a wide range of examples, it illustrates and explains how children explore and communicate their mathematical thinking through their mathematical graphics, and how this begins in play.
The book looks at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children's play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that in supportive learning cultures children develop thei
Table of Contents
Acknowledgements
Foreword (Janet Moyles)
Section 1: Children
Play and mathematics
Beginnings in play
Drawing, writing and maps
Graphical signs: contexts and meanings
Babies, toddlers and two-year olds
Children's mathematical graphics
Children's mathematical graphics in play
Children's mathematical graphics in small group contexts
Solving problems: children's mathematical graphics
Section 2: Pedagogy and practice
Children's voices
Pedagogy that supports mathematical play
Conclusion: Continuity and high expectations
Appendix
