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
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!
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’.