Developing mathematical graphics in the early years

Janine Davenall, Ann Dowker, Helen J Williams, Catherine Gripton & Sue Gifford

At the Early Childhood Mathematics Group (ECMG), we are often asked by practitioners what emergent mathematical mark-making looks like. This guidance is our response. The questions we consider here are:

  • Why value children’s graphical representations and how do they assist
    children on their mathematical journey?
  • What does emergent mathematical recording look like and how might we
    support its development?
  • When should formal recording (numerals and symbols) begin?
  • How might mathematical mark-making influence deep-level learning in the
    early years?
Select a link for a section or download the entire pdf from the menu above
  1. Why value children’s graphics
  2. Emergent recording
  3. Formal recording
  4. Impact on learning
  5. References


5 frogs on the log or in the pool: 3 and 4 year olds
(photo and activity: Griffiths et al, 2016; Lisa Dandridge, Roseland Primary, Paignton)
8 ducks positioned in three places: 5 year old