© Copyright M. Worthington & E. Carruthers 2012
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Welcome to your CM Network
before the publication of the
Rose Review of the Primary Curriculum,
concerns have been raised about the proposal that there
should be only a single point of entry for children in
England, in September after the child’s fourth birthday. For
many children with ‘summer’ birthdays, this means that some
will be only 48 months of age! There is
a growing body of research and publications which argue that
this is far too young.
Scott emphasises in the current TACTYC newsletter, ‘Current
provision in reception classes often undermines the
expectations of the EYFS: we have empirical evidence which
gives a vivid picture of the limited experiences on offer
for too many four year olds’. It appears that for many
children the Foundation stage effectively ends when they
move from home, nursery or pre-school into school: their
experiences very different
opportunities for play especially is often marginalised and
they start school, for many children the emphasis changes
from focusing on the child to the school day and the adult’s
plans and targets that do not always take sufficient account
of the young child’s needs and strengths.
(2009) Report from UNICEF on Children’s
Well-being provides some chilling reading, with the
United Kingdom scoring the lowest on almost
every aspect that was evaluated. This report raises issues
of deep concern and very serious questions that should be of
huge concern to everyone!
Growing up fast
Have your say here!
This item is from the National Centre for Excellence in Teaching
Case Study 5
features the outcome of this 2-year research project into our
local Children’s Mathematics Network groups
initiative - (focusing on the Bristol group).
Teaching and research go hand in hand
Interest from teachers and practitioners is growing: are you
setting up a
group in your area?
More than 170 teachers and educational researchers from across the
UK and Europe met at a major NCETM International Research event in
Bristol to hear about how CPD can transform what happens in the
Researching Effective CPD in
Mathematics Education (RECME) report was received
positively by all those attending. Jan Van Maanan, director of the
Freudenthal Institute was able to share some of the excellent work
they are carrying out into researching learning of mathematics and
participants all appreciated the insights shared by visiting teams
engaged in CPD from Germany and Sweden. The message that came across
loud and clear was that teaching and researching are both possible
in the classroom.
Graphic of the month
This example was on Catherine’s first whole day at school in the
Reception class. Catherine was quiet and reserved and initially
hesitant about what she wanted to do during the children’s extended
period of child-initiated play. As she talked quietly to her
teacher, Catherine explained that her sister was 2˝ years on that
day and decided to draw a picture of her.
After a while she brought her drawing to her teacher. She had
written a ‘C’ in the top left-hand corner to represent her name and
added a similar symbol that appeared to be a ‘c’ with a line beneath
it (or perhaps a reversed numeral of ‘2’. I wondered if she would
add something to signify ˝ and smiling, she wrote the ‘c’ symbol
next. Was this her way of representing approximately a half
of a numeral ‘2’?
next day as soon as she arrived at school Catherine confidently went
to the writing area and wrote some more symbols explaining ‘I’m 4˝
years old!’ She had written a numeral ‘4’ followed by her
approximation of a half of a numeral 4.
These invented symbols were ingenious solutions that enabled
Catherine to communicate specific mathematical meanings and show
considerable insight for a young four year-old.
Written number and quantities
Early written numerals (exploring fractions)
taxonomy of development
Link to Graphics of Past Months
Welcome to new members:
Nottingham City Council.
From the Midlands & East
Raleigh Infant School, Thetford;
Nicola Husbands, Hevingham Primary
School, Norfolk; from
London and South East
Donna Allen, Croyden, Surrey;
Professor Mike Askew, King's
Angela Dye, Bees Knees Nannies;
Kate Golding, Potton Lower
School, Sandy, Beds; Lynda Shipp,
Little Hallingbury, Essex; from
the South and South West
would like to welcome: Amy
MacNamee and Anne Mortimore,
Shirehampton Primary School, Bristol; Beth Osborne and Julia Sutcliffe,
Clifton High School, Bristol.
Welcome also to our new members from
Ottawa and Emily Levy-Purdy at
Uniacke District School, Nova Scotia
new members – wherever you are!
will become the first member in your part of the UK – or the
first member from your country?
currently no fee to
become a member of
the Children’s Mathematics Network.
For 2008 - 2009
Would you like to add a link from your website to the
Children's Mathematics Network? Please use our