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Welcome to the international Children's Mathematics Network

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BLOGS

Note: most recent first

 

Carruthers, E. and Worthington, M. (2025). 'Who is listening to children's mathematics?" BECERA conference, Birmingham, February 17th, 2025.

 

     'There needs to be a crucial focus in early mathematics teaching which concentrates on the wealth of mathematical

     knowledge children bring to nursery and school. However, in early childhood curricula the beginnings of ‘written’

     mathematics are seldom addressed. Children have their own ways of communicating their mathematical thinking. A

     significant factor is the extent to which children have agency to communicate their mathematical thinking in their own

     ways, in contexts that are personally meaningful' (Carruthers & Worthington, 2025).

 

Carruthers, E. (2024). "Are we aware of Babies' scientific and

mathematical thinking?"  Bristol & Beyond: Stranger Practice Hub.

 

     'Babies and toddlers have a natural urge to explore the scientific and

     mathematical phenomena of their world. Adults working with very young    

     children, therefore, play a very important role in ‘intellectually bonding’ with

     them' (Carruthers, 2024).

 

Kay, L. (April 2024). Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education. BERA Blog.

 

     'School readiness has become a dominant discourse in early childhood education (ECE) policy frameworks at a global

      level […] The policy push to ready children for school has led to a focus on more formal outcomes – such as

      Mathematics, Literacy and Phonics (OECD, 2017), resulting in a shift from play, child-led and adult-led activities, to

      formal approaches with teacher-led activities (Ofsted, 2017)’ (Kay, 2022).

 

Carruthers, E. & Worthington, M. (May, 2022). Playful, play and children’s mathematics? Education Journal 486, 14. Please scroll down.

 

     'Some researchers, in an effort to combine play and mathematics, have opted for a focus on what is termed, ‘playful

     mathematics’, which appears to refer largely to adult-led mathematical activities that appeal to young children. [...]

     Children’s impetus to play freely is a natural and fundamental drive, and whilst lack of free play may not damage

     children physically, it can dampen the spirit and stunt mental growth. Our own research underscores the importance of

     play that belongs to the children, that is self-initiated, owned and led by them' (Carruthers & Worthington,  2022). 

 

Gunning, C.(2022). Teaching Maths in Early Years. Early Education.

 

     'I wanted to explore graphical representation using an open maths concept so I tried it out during a day teaching

     nursery children. […] I was fascinated by the children’s graphical representation, their knowledge of number, their

     excitement and ability and their interest [...] If you are less confident in maths and need inspiration, I encourage you to

     try it yourself' (Gunning, 2022).

 

Manyukhina, Y., & Wyse, D. (May, 2021). Children’s agency: What is it, and what should be done? BERA Blog.

 

      'Building on our previous work on agency and the curriculum (Manyukhina & Wyse, 2019) we have started work on a

      new research project, Children’s Agency in the National Curriculum (CHANT), funded by the Leverhulme Trust. The

      first phase is a critical discourse analysis [...] to reveal whether and to what extent England’s curriculum texts are

      conducive to creating affordances for children’s agency' (Manyukhina & Wyse, 2021).

 

Wood, E., & Chesworth, L. (May, 2017). Play and pedagogyBERA Blog.

 

      'The research indicates that, despite powerful claims for its importance in all areas of children’s learning and

      development, play in Early Childhood Education is particularly vulnerable to being marginalized or sidelined. For

      example, in England the school readiness discourse takes priority during the Reception year, and privileges formal

      approaches. The apparent certainties of adult-led activities may be favoured over the uncertainties and complexities

      of where play leads children' (Wood & Chesworth, 2017).

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