January 2025: We started out on a collaborative, year-long project with early childhood educators in Yorke Peninsula (South Australia) on Children's Mathematical Graphics, through teacher-research. 

   March 2025: one educator remarked, "Now I'm analysing play on

   a different level, and noticing lots of maths in play!"

December 2026: "The most valuable for me is the reminder that children are competent and capable learners who bring so much knowledge to learning."

"Documenting children’s mathematical thinking and graphics has deepened my understanding of how young children make mathematical meaning. Observing and recording children’s self-initiated marks and representations has shown me that these graphics are purposeful and reveal children’s thinking about maths often in ways not visible through adult led tasks. This process has also supported my growth as a teacher by encouraging me to listen more closely to children’s explanations and value their methods. Rather than rushing children towards formal notation, I now provide time and resources for them to develop their own representations. Documenting mathematical graphics has helped me become more responsive in my teaching and more confident in recognising children as capable mathematicians."

"A key change in my understanding is recognising the importance of children’s own mathematical graphics. Children’s marks e.g. drawings, tallies, symbols, and invented representations aren’t random or immature, but meaningful representations of their mathematical thinking."