Welcome to your CM Network Bulletin
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Shared
learning in the nursery
This
example shows David representing his
ideas about items sold (subtracted)
in their pretend café, showing that
he had ‘read’ Shereen’s intentions
as she had represented her ideas
about a café on a whiteboard (see
link below).
David
used the same strategies and a
similar layout to communicate his
ideas.
Drawing himself and Shereen at the
café, David made small marks,
explaining them as ‘two cakes,
coffees, hot coffees, cold coffees,
crisps’. He asked Shereen to ‘visit’
his café and she gave him an order
for one cake and a cold coffee.
Rubbing out items to signify their
removal David said, ‘here you go. I
have to rub them away now ‘cos
they’re gone from the café’.
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Taxonomy
- this example
Calculations: children’s own methods:
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Gallery 7:
The emergence of graphic symbols and
texts in pretend play
Gallery 8:
Children's graphic symbols and texts
in self-initiated contexts.
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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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