School mathematics consists largely of written symbols, which research has shown causes children many difficulties (e.g., Ginsburg, 1982; Hiebert, 1984; Hughes, 1986). Acquisition of symbolic number knowledge mediates between informal and formal knowledge, and is a robust indicator of subsequent success in mathematics (Merkley & Ansari, 2016). For these reasons, it is vital to emphasis this important aspect in early childhood education, however in England, and globally in most countries, there is no guidance for teachers and practitioners on how children learn the abstract symbolic language of mathematics.

     Young children’s learning of of the alphanumerical languages of writing and mathematics is emergent, the word emergent indicating that ‘the child’s understanding is gradually developing, and is being produced through interactions within a culture, their understandings and knowledge expanding through activity’ (Gillen, 2003, p.19). All young children are emergent learners, at home, in pre-school, kindergarten and in school. As Steffe (2004) writes “the mathematics of the children emerges from within children and it must be constructed by children” (p. 35). 

     In open and democratic settings, sensitive adults treat children’s early graphical marks and signs as meaningful and significant. This acceptance supports toddlers and young children's developing confidence in their use of graphicacy to communicate their thinking. In their Mathematical Graphics, understanding and learning emerge as children infuse their intentionally made scribble-marks and early graphical signs with mathematical meanings.  

References

Gillen, J. (2003). The Language of Children. Routledge.  

Ginsburg, H. P. (1982). The development of addition in contexts of culture, social class. and race. In T. P. Carpenter, J.M. Moser., & T. A. Romberg (Eds.). Addition and subtraction: Cognitive perspective. (pp. 99-116). Erlbaum.

Hiebert, J. (1984). Children's mathematical learning: The struggle to link form to understanding. Elementary School Journal, 84(5), 496-513.

Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Blackwell.

Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: evidence from the brain and behavior. Current Opinion in Behavioral Sciences 10: 14-20.

Steffe, L. (2004). PSSM (Principles and standards for school mathematics) from a constructivist perspective). In D. H. Clements & J. Sarama (Eds.). Engaging young children in mathematics, (pp. 26-34).  Erlbaum.