CMNetwork E-bulletin: January 2018

    © Copyright M. Worthington & E. Carruthers 2012

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Staff in this nursery school do not teach (or expect) ‘written’ calculations, but support, encourage and value children’s own use of graphics in all contexts.

Shereen subtracts (nursery)

Shereen had been playing cafés and, seeing a children’s whiteboard near, chose to represent customers’ orders on it. Her teacher was nearby and David was also watching.

She began by drawing the figures on the right, explaining ‘this is me. This is my Daddy at the café.’ She drew a flower and a heart above them, followed by five cakes on the left.

Shereen then asked a friend ‘You like some cake?’ and following the reply ‘yes’ She rubbed out a cake to show it had been bought. Shereen repeated her question to her teacher and when Emma also replied ‘yes’, Shereen rubbed out another cake remarking ‘Three left’. [It was unclear to what the ‘14’ at the top referred].

Soon after this, David drew himself and Shereen in a café, using the same strategy to denote subtraction, and clearly benefitting from Shereen’s representations. Tomasello (2005) refers to this shared learning as joint attention, David’s behaviour as intention-reading.

Taxonomy - this example

  • Written number and quantities: Representing quantities that are counted.

  • Calculations: children’s own methods / explorations with symbols / symbolic operations with small numbers

Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
 

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

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

Resources

New! Worthington, M. (2018). Funds of knowledge: children’s cultural ways of knowing mathematics. In M-Y, Lai., T. Muir, & V. Kinnear. Forging connections in early mathematics teaching and learning (pp. 239-258). Singapore: Springer.

New! Carruthers, E. (2017) Editorial: early years mathematics. Early Education Journal; (special issue, Early Years Mathematics). 83: Autumn 2017, 3.

 

New! Carruthers, E. (2017) Children’s mathematics. Early Education Journal; (special issue, Early Years Mathematics). 83: Autumn 2017, 4-6.

 

New! Worthington, M. (2017) Respecting children’s personal symbolism. Early Education Journal; (special issue, Early Years Mathematics). 83: Autumn 2017, 13-15.

Courses and Conferences

Courses and Conferences 2017-2018
 

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