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?