CMNetwork E-bulletin: September 2010

    © Copyright M. Worthington & E. Carruthers 2012

Welcome to your CM Network E-bulletin

Apologies for the absence of July and August updates for this page! We were immersed in the final stages of the manuscript of our second book Children’s Mathematical Graphics: Beginnings in Play. Maidenhead: Open University Press. (January 2011).

The following example comes from Chapter 8 of our new book.

Calculations: Children's Own Methods

One is a snail, ten is a crab

After sharing the delightful picture story book One is a Snail, Ten is a Crab with the children in her combined nursery and reception class (4-5 year olds), the teacher suggested that the children choose their own number and work out which combination of creatures’ legs would total their chosen number.

Tyrees burst out ‘I know why 10 is a crab, because it’s got 10 legs – see, 1, 2, 3, … 10.’ Then added, ‘I know, 9 could be an octopus and a snail.’ He explained he was going to work out which ‘800’ and reaching for some paper wrote ‘800’, after a while explaining that he had 4 crabs and 4 snails ‘that’s 10, 20, 30, 40 and 4 more – 44! That’s not the 800 – I need loads more so I think I’ll do more crabs ‘cos they’ve got most legs.’

He continued to draw ‘There, I done 6 more crabs. That’s 10, 20, 30, 40, 50, 60 and 40 – there’s 100 and 4 more snails – that’s 104.’ Pausing, Tyree decided ‘I don’t think I’m going to do any more because it’s too big. I need 6 more so I can do 6 snails, or a dog and 2 snails, or 3 people – but I’m just going to do a fly because that has 6 legs.’

Calculations: children’s own written methods: counting continuously, separating sets, counting with larger quantities

Their teacher described this as a real ‘eye opener’: this was the first time she had tried to support children’s use of their own graphics to support their mathematical thinking. She regarded the children’s self-challenges and their individual problem solving as remarkable.

Link to Gallery 5: Beginnings in Play

New Members

From the North and North East welcome to Jane Barraclough from Lower Fields School, Bradford; Sarah Carroll from Wigan LA, Wigan and to Kerry Gillespie from Sheffield Hallam University; Fiona Mukerjee from Westcliff Pre-school Group, Whitby. From the Midlands and East Anglia welcome to Muriel Caddy from Birmingham LA, Birmingham. From London and the South East welcome to Rebecca Akintola from St John the Divine Primary School, Camberwell; Catherine Cargill from Burgess Hill Childminding Network; Michelle Graham from Davigdor Infants' School, Hove; Emma Green from Stanford Primary School, Norbury and to Jill Nicoll from Abingdon LA. From the South and South West we’d like to welcome Sally Cook from Henbury Court Primary School, Bristol; Eleri Forbes from Brentry and Henbury Children’s Centre, Bristol; Ann Francis from West Town Lane Primary School, Bristol and to Yvette Fussell from Air Balloon Hill Primary School, Bristol; Sarah Haddy from Plymouth Early Years Advisory Team, Plymouth; Chris Handley from Torre CofE Primary School, Torquay; Ellen Joly from Bannerman Community School and Children’s Centre, Bristol; Sharon Morgan from Bath Spa University, Swindon; Jayne Rutherford from Covingham Park Primary School, Swindon; Jenny Slade from Bridge Learning Campus, Bristol; Rachel Wade from Air Balloon Hill Primary School, Bristol and to Natasha Williams from Lockleaze Primary School and Early years Centre, Bristol. From Australia welcome to Frances Burton from Holmesglen University, Melbourne.

Become a member


New! Worthington, M. (2010) ‘“This is a different calculator - with computer games on”: reflecting on children’s symbolic play in the digital age’, in J. Moyles, J. (Ed.) 'Thinking About Play: Developing a Reflective Approach' Maidenhead: Open University Press.

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