‘Children’s Mathematical graphics and Early Written Calculations’, Institute of Education - June 2007

“Really interesting – especially helping me reflect on the difference between recording and representing. The day really met my expectations – very exciting and inspiring!”

“The day had real meaning for me and ideas I can take back and use with my Yr 2 class. Very interesting pedagogy – and has inspired me to do some more reading. It kept me enthralled all day.”

“I really enjoyed this course – lots of ideas and inspirations! It met all my expectations and challenged my thinking, helping me to think about approaches to calculations for next year’s teaching. More courses like this needed!”

“Good messages given particularly ‘taking the ceiling off’ children’ learning and contextual learning. I had no idea there was so much theory and research in this area: very valuable.”

“It really made me reflect on how I approach maths teaching and giving children lots of opportunities to represent and to explain their representations. I am going to be encouraging them to represent their thinking.”

“Eye-opening with lots of points for discussion. Really helpful to have the children’s examples showing how they were reached. All my expectations were reached.”

“Good guidance provided. Opportunity to think about misinterpretations and children’s different ideas of representing symbols. Good ideas generated for adult-led sessions. Lots of ways to provide children with opportunities to explore mathematics in their own ways.”

“The taxonomy is a really useful handout and will be a valuable assessment tool. Really appreciated the input of your key research. Very thought-provoking – an excellent course, thank you!”

“This course really helped me to decode and analyse children’s graphics, and made me think of approaching calculations in a different way. It was helpful looking at the way children work out and represent their calculations.”

“I found this very interesting and feel I will reflect on my teaching following the course. It helped me think about why we ask children to ‘record’ for recording’s sake – rather than represent their thinking. I will definitely take this back to the classroom.”

“Today absolutely met my expectations – feel ‘enriched’! Really enjoyed the day and could have continued talking even longer!”

‘Creating a Rich Mathematical Environment, and the Role of the Adult’: Shankill Road, Sure Start Project, Belfast - May 2007

“The examples given will help promote the knowledge of maths and showed me what I could do to help. Everything was clearly explained. I learned that children use mathematics for everything about schemas. One of the ideas I’m taking back to my setting is to supply a paper and pens throughout the day.”

“I found the workshop a learning experience and very worthwhile, including the handouts. It was especially helpful in providing ideas for 2 – 3 year olds. Everything was explained in detail and the workshop was very comprehensive. I will be able to give handouts to staff in the centre and pass on what I’ve learnt today.”

“I enjoyed the session and it helped me to think about ways to talk to the children about maths. This will encourage me to let children enjoy maths and to ask more open questions. In the future I’ll use more props (for mark-making) in imaginative play.”

“I got ideas of different things resources children can use which will help their maths skills (e.g. ballot tickets with numbers). I’m going to encourage the children to count in different ways in the future. The video clip showing young children counting was helpful.”

“I feel I have lots of new ideas to bring to our setting, to support mathematical concepts. I will let children use their own drawings and symbols and add resources such as real money and bills, and paper and pens throughout the setting.”

“I now know the importance of mathematics for pre-school children. I understand how important it is for me to help encourage mathematics and how to do so.”

‘Supporting Children’s Mathematical Graphics within Play’: Harrow: Foundation Stage - March 2007

“This will have a big impact on my practice. It was a very thorough and confident presentation and all the information was very helpful and supportive.”

“It was really helpful to find out about young children’s development of written numbers and quantities – I will value the marks they make. Thank you – a good day!”

“It was really helpful to see the examples of children’s mathematical graphics and categorising them. More of these courses would be useful! Very stimulating, inspirational, interesting and informative.”

“I found the whole course highlighted the importance of mathematical graphics in the nursery. It was really challenging and refreshing. This has been the most “thinking” and thought-provoking course I’ve been on since leaving university. Thank you!”

“For me it was most useful to see where KS1 children are coming from. As Maths Co-ordinator, I will be a little more informed when I observe what is happening in the Foundation Stage, and be more aware of mark-making. I look forward to the Early Calculations course in the Autumn.”

“It was all really useful. I will share ideas with colleagues and make changes to the learning environment (and resources). The section on assessment was also useful. All very informative and interesting.”

'Emergent Learners and Children's Mathematical Graphics': Institute of Education, London University - March 2007

“Very interesting - this has really started me thinking! An exciting hands-on approach for the children. I also appreciated suggestions of books and information that will help me extend my understanding”

“I was fascinated to hear about the recent research – also liked the idea of displaying children’s mathematical graphics to highlight it for parents. The website (Children’s Mathematics Network) will be really useful.”

“I found it interesting to think that children’s marks are so important – whatever they are, and will to make time for children to fully explain their marks. I liked the idea that representing maths should be open-ended.”

“Very useful – a really good day that provided a clearer understanding of children’s mathematical graphics. Lots of useful links and I developed lots of ideas. I feel that I will accept children’s development and encourage more mark-making opportunities.”

“The course completely met my expectations – - it updated my knowledge, refreshed my ideas and provided deeper understanding. I have a better understanding of children’s mathematical graphics.”

“A greater understanding of the development of mathematical learning. Very helpful to support children when they first arrive in Reception, with good ideas and resources to use in the classroom. (I felt) challenged to think outside the box!”

“Lots of ideas and knowledge to take back to my setting and very helpful in analysing marks. Encouraging to learn about appropriate ways of representing mathematical learning and how to maximise this in the Early Years. Links between children’s emergent writing and their mathematical graphics very exciting!”

Mathematical Mark-making within Play: Bristol - for 'Stepping Stones' Training 2006:

"Fascinating! Great - pitched correctly and inspired me to go back and make some changes. Very easy to understand, time went very fast - graphics were excellent and it was very informative. The trainer was very approachable and teacher-friendly. Thank you - ten out of ten!"

"I enjoyed the insights into the progression of mark-making - very informative and good balance between theory and practical. Easy to understand and follow!"

"I enjoyed all of it - the level of knowledge, the visual graphics and the trainer herself - she is so knowledgeable and experienced - all of which is based on research and practice. Fascinating - so good to learn more and a delight to listen to!"

"Great to have ideas to encourage emergence in maths mark-making and well as the taxonomy. This opened my eyes to the link between emergent writing and mathematical graphics! Inspiring and will look out for the 'Supporting children's calculations through mark-making' course"

"Clear, precise, on task, enthusiastic - provided valuable insights into mathematical mark-making and reminded me to 'put on my mathematical glasses'.. I especially enjoyed the examples of mark-making in practical situations. I enjoyed all of it - re-affirming my own beliefs and practices."

"Really interesting! I'd like to come to the follow-up course on calculations. I enjoyed all of it - lots of good ideas. The trainer was excellent and very enthusiastic - an excellent day - thank you!"

"I really enjoyed looking at and discussing children's graphics - lovely ideas! I will definitely come to the next course on maths mark-making!"

"I really enjoyed the trainer's enthusiasm, ideas, interesting input, knowledge... Very well presented and lots of food for thought!. Looking forward to getting back to my classroom. The whole day was very informative."

Cambridge Nursery Mathematics Learning Network 2006:

“More than met my expectations – this will influence my practice a great deal! Well organized, good presentations – I liked that books were recommended!”

“Exceeded expectations – interesting and informative presentations. Especially interested in schemas – the information was useful and inspiring to my practice and the day served to refresh and add to my thinking and practice.”

“Very enlightening – made me think! I liked the focus on multi-modal learning – very important – excellent!”

“Informative, interesting, relevant and thought provoking: this has renewed my ideas, interest and confidence and increased my understanding.”

“I will be introducing a range of activities to encourage / support schematic learning and also developing my own practice with regards to indirect and direct modelling.”

“Interesting and stimulating speakers – very clear delivery and presentation, with a lot of practical ideas linked to theoretical input. Set me thinking”

Institute of Education one–day course ‘Supporting Children’s Early Calculations’ 2005:

"Inspirational - ideas to help change reception class approach and got lots of positive ideas to think about and share with school regarding mathematical graphics!"

"Many links with understanding early writing and written maths. I have a better understanding of how to support the class so that they can be much more independent thinkers! It has made me re-think how I support children in maths. Great ideas to take back to school!"

"Very informative course - inspirational! The provider was excellent - really enthusiastic and positive! An excellent introduction to Emergent Maths - I shall be excited to see children gaining confidence in their own ability and ready to experiment."

"Really helpful practical advice and information provided - this will help me to immediately introduce emergent maths in the classroom. Handouts excellent and lots of opportunities to share information and ideas!"

"An excellent course - it was really valuable to see the examples of children's work, backed by strong evidence. It was helpful to find out about the Network - great idea of online support!."

"Interesting ideas about teaching mathematics. A very detailed and well-delivered course - very informative about the links between emergent writing and mathematical graphics. I shall share this information with colleagues at a staff meeting. I'm looking forwards to using published workbooks less!"

"I shall ensure I have materials available in the classroom to support children's mathematical graphics. I'm keen to start making observations of children's emergent maths and also their emergent writing, and observe the progress they make. This will help me have a greater awareness of children's mathematical development."

"I shall introduce emergent maths in our nursery - this has really increased my awareness about the development of emergent writing and mathematics."

"Inspiring ideas underpinned by knowledge of child development. Interesting and informative delivery. CMN website very useful - I feel enthusiastic about developing emergent maths and am keen to provide opportunities fro children to develop their mathematical thinking on paper. I will introduce these ideas to our maths co-ordinator."

“All the content was excellent. It has given me the desire to do some research in my own school on how young children approach early written calculations. (I shall) report back to school and possibly do a workshop on assessing children’s mathematical graphics.”

“Clear progression of written calculations shown and good discussions with other practitioners.”

"The course was nothing like I had expected – a pleasant surprise. Lots of gains from the day! I have been inspired and can’t wait to explore mathematical graphics in my classroom!”

“Professional inspiration and ideas for open-ended activities! Very interesting and re-assuring not to have to always teach conventional recording. I liked seeing lots of examples across Foundation and Key Stage 1.”

“My expectation have been met extremely well – but this is only the beginning! I have more understanding of children’s development in understanding mathematics and continuity of learning from Foundation to Key Stage 1. (unexpected gains) – Introduction to the website and Network”

“Very interesting research – expectation met – though not as expected! How mental calculations are linked to written calculations. Excellent the way it links to the process of learning – will begin to try in class.”

“The course was very interesting and covered ideas to take back to colleagues on teaching written maths and advice on children’s recording. News of developments / trends in maths teaching. (An unexpected gain from the day) was the taxonomy of children’s development in written methods.”

“Expectations more than met. Understanding of how to teach numeracy in a creative way! No worksheets – excellent!”

“The course was more theoretical than I had thought – I’d never really come across ‘emergent maths’ but it really makes sense! looking forwards to being liberated from worksheets!”

“Lots of good ideas to take back to class! Information on current thinking behind how children acquire early concepts.”

“Ideas to increase children’s confidence though enjoyment of maths and ways to support children with SEN: I have gained greater understanding of children’s thinking.”

“I feel that my expectations have all been met in terms of a better understanding of children’s thinking in mathematics (including) strategies to overcome some difficulties children may have in written calculations; independent activity ideas that do not include worksheets and adult-led activity ideas. (An unexpected gain) is increased self-confidence via support from the tutor – confidence to have a go at encouraging more independent mark-making of calculations rather than directed by myself.”

“My expectations have been well met, confidence to get children to put something down. Very interesting.”