CMNetwork E-bulletin: October/November 2017

    © Copyright M. Worthington & E. Carruthers 2012

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Shereen’s notebook (nursery)

Shereen and her friends were on the minibus, on their way to the forest.
Shereen asked Emma (her teacher) if she could use Emma’s notepad. First she drew the ‘buttons’ (in the box in the lower half of page) and writing numerals in each, read, ‘1, 2, 3, 4”. Then she wrote the letters above - reading, ‘Drawing’.

Shereen knows the difference between letters that can be read as writing (including the initial ‘D’ of ‘Drawing’) - and numerals that have mathematical meanings, from the abstract symbolic language of mathematics.

Taxonomy - this example

  • Written number and quantities: Representing quantities that are not counted.

  • Numerals as labels

Gallery 7: The emergence of graphic symbols and texts in pretend play

Gallery 8: Children's graphic symbols and texts in self-initiated contexts.


New! Carruthers, E. (2017) ‘Open mathematics: open minds: children’s thinking and mathematics’.

New! Worthington, M. (2017) Mathematics and symbolic meanings: from pretend play to problem solving. In J. Moyles, J. Payler and J. Georgeson. (Eds.) Beginning Teaching, Beginning Learning: In Early Years and Primary Education 5e. Maidenhead: Open University Press.

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