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Pedagogy - Children's Mathematical
Graphics
The success of children's mathematical
graphics depends on teachers and practitioners creating learning
cultures within which children choose to use graphicacy to explore,
make and communicate their mathematical thinking and meanings. The
pedagogical implications of our research to date highlight the importance
of:
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Imaginative,
symbolic play
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Adults who focus on
young children's meaning-making in their play (e.g. in their
role-play, block play and in their 3D models and cut-outs)
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Learning
environments that provide open-ended resources and extended
periods of time for children's symbolic play
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Adults who focus on
and value young children's meaning-making as they use marks,
symbols and drawings to communicate their thinking
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Mathematically
print-rich environments
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Adults who
frequently model many aspects of communication through
graphicacy, including mathematics - in contexts that are
personally meaningful to the children
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Adults who value and
take an interest in children's mathematical meanings expressed
through their mathematical graphics
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Dialogue between
adult and child / children enabling them to negotiate and
co-construct understandings
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Assessment from a
positive perspective
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Reflective adults
who work together to understand and support children's thinking
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Involving parents in
sharing and celebrating young children as powerful
meaning-makers and competent young mathematicians.
In time we will add details from the
findings of our doctoral researches to this page. Thank you for
your patience… |
Mark Making
Graphicacy
Children's
Mathematical Graphics
Galleries
Challenges
for children
Practical
mathematics
Recent Reports
Publications
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