Making sense of mathematical graphics: The development of understanding abstract symbolism (original) (raw)

2005, European Early Childhood Education Research Journal

In this paper we develop our theory of Bi-numeracy and show the importance of children's own invented symbolism. Most studies to date have concentrated on the analysis of children's number representations in clinically setup tasks (Hughes, 1986; Sinclair, 1988; Munn, 1994). These studies have added to our knowledge of and understanding of children's mathematical marks. Our research differs in that we based our study in children's homes, nursery and classroom contexts. Rather than being clinical researchers our role has been that of participant observer, based on ethnographic research and grounded theory. We have analysed almost 700 examples of mathematical graphics. These cover all aspects of number and mathematics from the wider mathematics curriculum. They range from child-initiated marks within play to adult-directed sessions in which the children also chose what they wanted to put down on paper. All the samples have come from our own classes or those in which we have been invited to teach. Based on this large sample of original children's marks from authentic teaching situations, our findings are Making Sense of Mathematical Graphics: The Development of