Welcome to your CM Network Bulletin
adults value and support children’s
own mathematical notations, and
where tools and resources for
graphicacy are available throughout
the setting (indoors and out),
children will freely and
spontaneously communicate their
mathematical thinking using their
own signs and representations.
(4 years 1 month) was in the garden,
lifting some old fence posts onto a
trolley. He spent a lot of time
transporting them to another area.
His teacher joined him, wondering
how many logs he had moved. Tim was
too engrossed in what he was doing
to reply immediately, but later took
a clipboard and pen from the basket
outside, drawing circular shapes and
other signs across the top of this
page. Tim’s teacher watched as he
counted the shapes he’d drawn (from
left to right) and his teacher asked
if she might write the numbers he
reached ‘eight’ Tim returned to the
beginning to check, counting each
shape in turn as he touched them,
then continuing to 25 (missing a few
of the teen numbers). Next Tim drew
four long longs, commenting ‘They’re
very lo-o-ong.’ Beneath the first
‘long log’ he wrote some letter-like
signs, reading ‘This says ‘do not
move my logs and do not park here’.
Tim’s experience of physically
lifting and moving his logs clearly
had an impact, and his decision to
represent and communicate this
thinking revealed some of his
The emergence of graphic symbols and
texts in pretend play
Children's graphic symbols and texts
in self-initiated contexts.
(ongoing): Collaboration between the BERA Early
Years Special Interest Group (SIG) and TACTYC to
produce some briefing
papers to inform early years policies and practices.
This has several parts and, as one document,
distribution to all those in government and
elsewhere concerned with young children and their
early education and care has begun. The papers also
incorporate a research agenda to guide future
scholarship in the field.
BERA / TACTYC Early Years Policy Advice:
Play and Pedagogy. Other sections can be
Most Recent publications:
Worthington, M. and Van Oers, B. (2016)
Pretend Play and the cultural foundations of
mathematics. European Early Childhood Education Research
Journal 24 (1). 51-66.
Worthington, M. and Van Oers, B. (2015)
Children’s social literacies: Meaning making and the
emergence of graphical signs and texts in pretence.
Journal of Early Childhood Literacy 16(1), 1-29.
Carruthers, E. (2015).
Listening to children's mathematics in school.
In B. Perry., A. Gervasoni and A. MacDonald. Eds.
Mathematics and Transition to School - International
Perspectives. Sydney, Australia: Springer.
Courses and Conferences
Courses and Conferences: