News

    © Copyright M. Worthington & E. Carruthers 2012

July/August 2006


Goodness we’ve been busy! One of the important things we needed to do is to respond to the Consultation on the changes to the Foundation Stage Curriculum. This is evolving into the Early Years Foundation Stage (EYFS) curriculum - on behalf of CMN members in England. The curriculum area of mathematics has now been re-named Problem Solving, Reasoning and Numeracy.

Whilst the curriculum is likely to remain tied to stages of development and to distinct ‘subject’ areas, we have contributed to the debate - emphasizing particularly the importance of multi-modal learning, all early mark-making and schemas. And of course we have particularly highlighted the need for a distinct section on children’s mathematical graphics within this area, just as there is a focused section on writing within the Communications, Language and Literacy section. It will be interesting to see if any of our recommendations are acknowledged!

Response to the Consultation on the EYFS curriculum (1)

Response to the Consultation on the EYFS curriculum (2)

Membership

We are delighted with increasing international interest in the Children’s Mathematics Network, evidenced by the statistics of website visitors! We also have a growing number of international members and would like to welcome our new members this month from England, Scotland, Eire, Australia, the Philippines and Singapore!

Click here for June’s news


We now have members from the following countries: Australia, Eire, India, Mexico, New Zealand, Philippines, Singapore, South Africa and the USA, in addition to all countries in the United Kingdom.
  • If you live in one of these countries, why not add your name!
  • If your country isn’t here yet, you could be the first member from your country to join the CMN - and membership is free!

Become a Member

Graphic of the month

Jessica’s Number Line

In the nursery the children had created a number line together with giant numerals that they had chosen. Jessie (4 years and 3 months). Jessie was one of several children who chose to make her own number line on a strip of paper.

Jessie centred on the letter ‘J’ that was the most important letter to her and used it to stand for number and written symbols. Jessie’s dots may be representations of other numerals and ‘line’ may be a literal translation of the line she had often heard referred to in the ‘number line’.

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