Pedagogy - Children's Mathematical Graphics

The success of children's mathematical graphics depends on teachers and practitioners creating learning cultures within which children choose to use graphicacy to explore, make and communicate their mathematical thinking and meanings.

We acknowledge the following points as of vital importance for children's mathematical thinking:

  • Democratic learning cultures

  • Respect for children’s power, understandings and agency

  • Acknowledging children as true participants in mathematics

  • Evaluations based on documentation of children’s learning

We will add further details of the findings of our doctoral researches to this page in due course. Thank you for your patience…

Maulfry's doctoral research:

Paper 1: findings and implications for practice

Paper 2: findings and implications for practice

Our previous research identified the importance of:

  • Focusing on young children's meaning-making

  • Collaborative dialogue between adult and child / children enabling them to negotiate and co-construct understandings

  • Adults modelling many aspects of communication through graphicacy, including mathematics - in contexts that are personally meaningful to the children

  • Environments rich in graphics - including those that are mathematical

Mark Making


Children's Mathematical Graphics


Challenges for children

Practical mathematics


    © Copyright M. Worthington & E. Carruthers 2012

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