A response for the
Consultation for the Review of National Numeracy Strategy’s
framework has been sent from the Children’s Mathematics Network.
Our response focused on children’s experiences of early ‘written’
mathematics, the guidance on the pedagogy to support this and
assessment of children’s written mathematics.
We have emphasized the need for
continuity through from Birth to Three Matters; the
Foundation Stage Curriculum and the National Numeracy
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At a time when there is currently such
concern about teaching ‘synthetic phonics’ to young children in
England, examples of graphics such as Molly’s (see right) are
particularly relevant to the debate about young children making
meaning. Children’s early emergent writing and mathematical graphics
are related and grow from their early explorations with pens and
paint when drawing. John Matthews has identified a range of early
marks which he refers to as ’generational marks’ (Matthews, 1999 &
2003) which occur in their mathematical graphics too.
Graphic of the month
(3 years and 11 months) made what Marie Clay identified as
‘letter-like’ marks which were written from left to right (Clay,
1975). We would add that they are also ‘number-like’.
Molly referred to her numbers as ‘seven,
six and number eight’.
Clay, M. (1975) What did I write?
Matthews, J. (1999) The Art of
Childhood and Adolescence: the Construction of Meaning. London:
Matthews, J. (2003) Drawing and
Painting: Children and Visual Representation. London: Paul