'In Case Study 5 (a grassroots 'Children's Mathematics Network
group') the initiative supported the participants in their
professional change by giving them a space for the detailed and
joint consideration of children's mathematical thinking. Another
significant feature of this initiative is its focus on careful
consideration and analysis of children's mathematics, and the ways
in which professionals can support and encourage the children's
mathematical thinking and reasoning... The standard of the
mathematical understanding, thinking and reasoning that the
displays revealed was far higher than the specified curriculum
objectives for children of this age...' - Researching Effective CPD
in Mathematics Education (RECME) project: (NCETM, 2009) 'The review
also plays great score by play-based learning of a mathematical
nature, and makes specific recommendations regarding early
mark-making as a precursor to abstract mathematical symbolism'.
Section 115 features children's mathematical graphics and
emphasises: 'The role of mark-making in children's cognitive
development is set out in the taxonomy (Carruthers and Worthington,
2006)'. The report recommends that 'local authorities, leaders,
managers and head teachers should provide a culture with a
significant focus on mathematical mark-making' and 'a learning
environment that encourages children to choose to use their own
mathematical graphics to support their mathematical thinking and
processes' - The Williams Maths Review: (DCSF, 2008) `At the very
heart of the success of the book is the authors' ability to see
mathematics through young children's eyes by listening to and
reflecting on the constant efforts made by children to make sense
of their world. This is a liberating book which proposes that the
teaching of mathematics could and should be a highly creative and
enjoyable proceess' - Branwen Llewelyn Jones, Early Years
Consultant at PACE Ltd / TACTYC 'Ground breaking... To single out
any one chapter would be unfair because there is something
thought-provoking and inspirational throughout. If you want to
expand your understanding upwards and outwards then get a copy
soon' - Times Educational Supplement 'I first read Children's
Mathematics, Making Marks, Making Meaning a couple of years ago and
it had an immediate impact on my own thinking and teaching, and the
work I do with trainee teachers. I'm sure you will find it
compelling reading too. I think it has the potential to change, in
a fundamental way, how we think about early mathematical
development' - Lynne McClure, Editor, Math Co-ordiator's File,
Mathematics Association 'In their exceptionally readable and
informative book, Children's Mathematics, Making Marks, Making
Meaning Carruthers and Worthington (2006) draw attention to one of
the main goals of early years teaching, that is, to help children
make links between the mathematics they have already encountered
(and continue to engage with) at home and the more abstract
mathematics of the school. These authors suggest that by
encouraging children to represent mathematical ideas in their own
ways and, crucially, by talking to the pupils about the marks they
have made, we are given a "window" onto their thinking that may
otherwise be inaccessible' - Liz Pumphrey, NRICH This book draws on
the authors' many years of teaching children aged three to eight
years and also on their extensive research with children in the
home, nursery and school. The authors explain the development and
range of young children's mathematical marks and visual
representations, showing how children make mental connections
between their own early marks and subsequent abstract mathematical
symbolism, and go on to develop their own written methods.
Combining theory and practice, this acclaimed book demonstrates how
children's own mathematical graphics are highly creative and show
deep levels of thinking. The authors show how this is the key to
success in school mathematics and to higher levels of achievement.
The authors are winners of TACTYC's (2003) Jenefer Joseph Award for
the Creative Arts (3 - 8) - awarded for their innovative work with
children on mathematical graphics.
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