‘Mark making’ is increasingly used as a
generic term to describe the ways in which children ’create and
experiment with symbols and marks’ for both drawing and writing
(e.g. DfES, 2007: 64).
However, there is considerable
confusion about the meaning of this often undefined term. Our
concern is that the term ‘mark-making’ lacks clarity and fails to do
justice to young children’s powerful thinking and the ways in which
children choose to explore and communicate their mathematical
thinking. We are not alone in raising concern about the term ‘mark
making’ and in early childhood research the term ‘graphics’ and
‘graphicacy’ are gaining ground (e.g. Anning, 2003. 2004). We use
the term ‘graphics’ rather than ‘mark making’ and for these reasons
originated the term children’s mathematical graphics.
Referring to our research the term children’s mathematical graphics
is used in the following publications for teachers and
- the ‘Williams Maths Review’
- Mark Making Matters (DCSF,
- Children Thinking
Mathematically (DCSF, 2009).
The Williams Maths
Review: Mathematical Mark-Making (DSCF 2008)
'Mark Making Matters' (DCSF, 2008)