Medway, Nov. 2009 – 'Children’s Mathematical Graphics: Beginnings in Play'.

‘Very helpful and valuable information. This will have a big impact! Maths in the nursery has been a big worry of mine but now I feel confident that we will move the practice on. This was a much needed course that will definitely enhance my setting.’

‘Very good course which will really help us and Maulfry was a lovely tutor. I shall take these ideas back to my setting and put them into practice.’

‘This was a very informative and interesting course. It has made me more aware about talking to the children about their marks and ideas. I will go back and introduce more mathematical play.’

‘This course most definitely met its aims and objectives – I was inspired! I shall explore and promote mathematics within our settings and encourage more child initiated mathematical marks with resources in our settings. Brilliant! Very pleased to be here – lots of information and ideas!’

‘Realization of the EYFS – it’s about mathematics for a purpose. Will implement more purposeful mathematical graphics and add resources to support this. Enjoyed the courses – relaxed, informative, pleasant presentation.’

‘Wasn’t sure what to expect at first but this has given me food for thought and confidence to change things. Very Informative. I’m going to go back and look at how we think and how we support children’s mathematical thinking.’

‘Very valuable. Will be putting boxes of pens and paper in the role play area and small world area. Will make up ‘office box’ and develop area to display children’s own marks. Really useful. I gained lots of ideas.’

‘Really enjoyed the day – very knowledgeable speaker. I shall give children time to share their ideas. Very interesting.’

‘I shall go back and discuss maths with the staff in my settings. Enjoyed the session.’

‘It was a very informative and interesting day and helped me gain knowledge. It will help me pay more attention to children’s mark-making and value their marks. The day made me more aware of what the children’s marks might be and ideas to encourage creativity.’

‘I hope to share what I found out today with my colleagues and develop a more positive approach to maths within the setting. I found the course very informative and look forward to reading more publications on this.

Institute of Education, 14th January 2009 - 'Supporting Children's Early 'Written' Calculations'

'Good variety of children's own calculations and ideas to promote them. I liked having the taxonomy and breakdown of each area. Great suggestions for putting maths in context.’

'Fascinating, lots of different points for discussion at school. Really helpful to find out about the difference between graphics and recording. I shall put out blank paper and pens everywhere!'

‘It made me think about broadening the context of maths and making it real. Expectations all met. Very helpful to take back to FS teachers in my school – I will encourage them to have lots of paper to hand for children all the time.’

‘The course has met my expectations – great input from teachers at my table and the day made me think about a more open approach to how children can express their ideas. It made me realize that workbooks and worksheets don’t need to be used.’

‘Expectations very well met – refreshed my enthusiasm! Very much of this course has given me a very different perspective of written calculations. Fantastic examples of children's work - a completely new perspective!’

‘All expectations fully met (how to allow more freedom in class for children to record in their own way; how to move children on and the processes they go through). Helpful to find out some useful adult led activities to support written methods.

‘I will ensure I use the phrase ‘Put down something to show…’ to encourage children to use their own mathematical graphics! I hope to train staff at my school on what I have learnt.’

’I found the links to theory and research useful, in depth explanation of the taxonomy linked to Williams Report. Consolidation and development of current knowledge and ideas to share with practitioners - information will be useful to inform colleagues.’

‘I understand more about written calculations and importance of keeping samples of children's work. Have many ideas to take away with me – practical ideas, theory to underpin good practice and knowledge of new approach.’

Institute of Education, 5th November, 2008. Children’s Mathematical Graphics: Beginnings in Play.

‘I was expecting to have a greater understanding of children’s mathematical graphics with some practical ideas and ways to assess their graphics and my hopes were fully met! Extensive examples to use in our setting were provided and the discussions were very good. I shall make changes to our planning, observing and assessing children’s mathematical graphics in our setting.’

‘Lots to take away, to think about and reflect on – very helpful to enable me to provide feedback to colleagues. The starting points for interaction and ways to phrase were very useful. We are working hard to move t this way of working and this has given me lots of ideas to develop and build on for organization and moderating. My expectations were fully met.’

‘I had hoped to develop a greater understanding of children’s meanings for their mathematical graphics and ideas to support settings. I work with an EY team in our authority and want to work more closely with our numeracy consultant. My expectations were very well met and I’m looking forward to putting ideas into practice. I really appreciated the opportunity to look at children’s graphics – wonderful photos and ‘real’ examples! Very much appreciated Maulfry’s involvement. Lots to share with the rest of the EY team! I shall be attending session 2 in March 09.’

‘Lots of useful ideas to help support children, examples of children’s work all very useful. I had been hoping to develop an understanding of how and why play can support children in this aspect of maths and didn’t realize the link between play and mathematical writing. An unexpected gain from the day was how ‘simple’ the child’s work is and how much information it provides! I shall share the ideas, examples of children’s work, the taxonomy (useful for assessment) and simple opportunities to provide children – not having to take ages to plan and set up. Excellent course – thank you very much!

‘I wanted to gain understanding of children’s mathematical graphics and what it will mean for our setting. The day met my expectations and I gained lots of practical ideas to take back to the setting and share with our staff team. I’ll make paper available in all areas of the room.’

‘All my expectations have been met (i.e. develop knowledge for children’s mathematical graphics, gain ideas to develop children’s mathematical graphics in our setting and ways to assess what the children do). Very good practical ideas and ways forward - I shall provide opportunities, move the graphics area and put pens and paper everywhere!’

‘Good practical ideas given and help with understanding the value of children’s graphics for their mathematical development. The day helped me analyse children’s graphics and understand how to get more out of what they do. References to recent research focusing on children’s mathematical graphics were really helpful. This will be helpful for other staff members.’

‘Very useful, lots of support and ideas delivered in a clear way. Wonderful facilitator. An excellent course that helped me understand mark-making and children’s mathematical graphics. Confirmation of Early Years practice.’

Medway, October 2008: ‘Children’s Mathematical Graphics: Beginnings in Play’

Reception class teachers

‘Mathematics us my specialist subject so I was looking forward to expanding my knowledge. The aims of the course were well met. Some interesting ideas and I enjoyed sharing ideas with others.’

‘Useful focus on mark making in play in numeracy. Emphasis on child-initiated thinking diverse. Some useful ideas for practical application and assessment evidence, data and examples. Excellent that other senior members of staff and headteachers have also been invited for insight and training – well done!’

‘Highlighted a different way of talking to children and promoting mathematics. I shall need to observe carefully those children who have limited speech and be aware of the context of their marks. I feel I’ve learnt something new today!’

‘Excellent! Made me think about the language I use with the children. I can’t wait to develop my learning environment and resources. I really enjoyed this and was really motivated.’

‘Radical! Interesting ideas, practical tips – help on how to discuss children’s marks with them and what I might say. Made me think about my current provision and gave me something to think about and implement!’

‘Lots of ideas for graphics area and activities. Reassurance that marks of all types (with explanations) show more that it first appears. Lots of ideas for environment and ways to develop child-initiated play. A different way of thinking and lots of things to do!’

‘Very thought provoking. Made me think about different approaches to encourage children to think about what they have been doing. Lots to try out in my room and sharer with my colleagues.’

‘I have already been to 2 previous Maulfry days and was looking forward to a top up and extra ideas – not disappointed!’

‘I had been hoping to have a lot of questions answered – knowledgeable tutor, clear ideas and all questions answered. Good and clear advice and knowledge which will directly effect and improve my teaching.’

‘I had been looking forward to the day – it gave me food for thought. Excellent! Really inspiring and thought-provoking!’

‘Interesting ideas and helpful to reflect on one’s own class and practice. Will implement new ideas class.’

Medway, October 2008: ‘Children’s Mathematical Graphics: Beginnings in Play’

Early Years practitioners from Private and Voluntary settings:

‘Different from what I’d expected – very interesting. Looking forward to putting together an ‘office box’ in our setting.’

‘Unsure what to expect – so many ideas. Made me think – very good. Very interested in looking at PSRN in a different way. Keen to feed back to the rest of staff and reflect on the day’s content.’

‘Very interesting – eye-opening! Very helpful ideas. Interesting ideas to take back and put into practice in our setting. Enjoyed the day and a lot to take back!’

‘Having bumped into the Children’s Mathematics Network I am keen to know more – especially from the person who created it. Very interesting – especially analyzing the children’s graphics!’

‘I thought that it would all be about numbers and writing numerals. Very interesting. Lots to think about, put into practice - lots to take back.’

‘I was really looking forward to today. Thank you! A positive experience – can’t wait to get those pens and paper out and see what happens!’

‘Excellent, inspiring and informative! Really made me reflect upon my own current practice and challenged my thoughts on children’s mathematical mark making. I definitely leant something new today. Lots of new ideas to take back to my setting. I will definitely be sharing some of the practical activities that we carried out today with my staff team. Love the idea of setting up a mathematical network group locally and a ‘Medway Gallery’.

‘Developing Children’s Mathematical Graphics’ - Medway, June 2008

‘It was really useful to have consolidation following the first course. It helped me see that children’s mathematical graphics are representations and not recording – and support thinking. It also helped me appreciate the developmental aspects of written calculations and the need to allow children to explore their mathematical graphics to enable a deeper level of thinking. I shall give feedback to the whole team to ensure a shared philosophy.’

‘Excellent! One of the best courses I have attended – all extremely useful: it reinforced my learning from the previous course in February. I will carry this practice into Year 1.’

‘Very informative – lots of ideas to try back at school. I will ensure that I allow time to share each child’s thinking.

‘Excellent opportunity to explore children’s mathematical graphics through first hand experiences. I’m going to develop opportunities fro modelling children’s mathematical graphics. This has changed my perspective - thank you very much – lots to think about!’

‘This has really helped me appreciate how children’s mathematical graphics underpin their mathematical thinking. I’m going to make portfolios for individual and whole class examples and feedback to colleagues in other year groups.’

‘Excellent! I’m going to use the taxonomy to help me sort children’s early calculations and to use as an assessment tool. I’m also going to collect examples from my class to show the development of their mathematical thinking.. This course has helped my understanding that children shouldn’t record just for the sake of it! I need to feed this back to my nursery and reception colleagues.’

‘This reinforced how we should value young children’s own maths and some key points about modelling written maths. It was interesting to find out how to move forward – process not product! A good, interesting session – I hope Medway Primary Advisors will take this further to help Y2 and above.’

‘I had already attended the first one-day course and came today to deepen my understanding so that I can share this with others at school. It has been very useful – thank you!’

‘Some of the key points for me were the emphasis on children’s own thinking and ways to model mental representations. I’m going to give more time to encourage the children to share their thinking.’

'Emergent Learners and Children's Mathematical Graphics', Institute of Education, April 2008

'Lots of ideas for resources and strategies for understanding children's mathematical understanding - very helpful! Unexpected gains included ideas for assessment and monitoring methods for looking deeper into understanding. Introduction to multi-modality. All really relevant - Thank you!'

'Very good examples of children's work and good reminder of resources to add to play areas. Unexpected gains: very relevant for nursery age - this is not always the case on some courses!'

'My expectations have been extremely well met. It was really helpful to have the taxonomy (flow charts) with samples of children's work. The Guidance on EYFS and individual target setting issues were helpful. An interesting, purposeful and informative day!'

'My understanding for early years - children's thinking for maths have been really well met. Unexpected gains for the day include how marks give meaning and purpose. Excellent references and further reading.', especially on drawing and the book on children's mathematical graphics.'

'I teach KS2, however, I had chosen to come on this course to help me understand mathematics in the early years. It was helpful and provided further explorations and reading. I will also pass on this information to my colleagues.'

'Very good introduction on how to promote and develop children's mathematical graphics! Very informative with plenty of real examples.'

'Calculating for Understanding: children's mathematical graphics', Medway, Kent. February, 2008

'This course was enlightening! It gave me lots of good ideas and made me re-think my whole approach to teaching mathematics. I shall use blank paper with the children and develop the graphics area for maths.'

'Really good ideas to change small elements of practice that will make a big difference to the children's mathematical understanding. I found the overview of modelling mathematics helpful and am much clearer about what I can expect children to do. Now I'm going to introduce lots of blank paper and share ideas and good practice from the course with colleagues.'

'A useful and inspiring day! It helped confirm my beliefs and will help me move on and develop. I''m going to develop my graphics area to include maths and make writing materials more accessible - especially to provide more opportunities for children to express their thinking.'

'A very good day. I am now going to stop worrying about symbols and support the children's development. I will share this with other Foundation Stage staff in our setting.'

'Thank you! I have lots of food for thought! I want to raise the profile of mathematics, particularly children's mark-making - and this was a really useful session. It was really thought-provoking and has made me really reflect on my own practice currently. I will feedback to the F.S. team and open up the 'office' area to include more opportunities for mark-making and to support mathematical thinking. I have a much clearer understanding of how to support and encourage mark-making in mathematics. I'm very keen to collect evidence of mark-making to share with colleagues - hopefully to impact on our whole school policy for calculations.'

'I found it interesting to learn about different ways children represent mathematics and the role of modelling. It was an interesting and pacy day. I feel that I rely too much on oral/verbal explanations and need to develop children's own written methods.'

'Brilliant! I feel I have learnt so much and feel confident to change my current practice. An excellent day and I like the emphasis on real-life contexts for mathematics. I would be interested in future sessions on children's early mathematical development in their play. I think practitioners new to the Foundation Stage would benefit from this - especially those who have previously taught KS1 or 2!'

'Excellent - really good ideas and thoughts to go away with and think about and share with others. It was a very useful course. I'm going to do a display on mathematical symbols such as '+' and '-' that children see in other contexts. This course would be valuable for Key Stage 1.Thanks!'

'Brilliant! Now I feel confident to encourage children to use blank paper to support their thinking and working out. An excellent day - informative and interesting. I will develop more interactive maths displays and support relevant calculations as they occur. I want to make children excited about maths so that they use it in their play.'

'Stimulating and lots to think about and try to put into practice - an excellent day! It made me reflect on the importance of doing everything possible to encourage children to explore their mathematical thinking on paper. I need to 'cascade' this to my T.A. and Y1 / 2 colleagues. I shall put writing materials in all play areas.'

'Excellent insight into how to support children in this aspect of maths. Excellent course - clear explanations and delivery of resources. It has made me think about my own over-use of worksheets and 'recording' for the sake of it - I'm going to encourage children to represent their thinking and cut down on worksheets. Please try to provide similar course for Key stage 1 and get pre-school settings away from worksheets!'

'Very interesting and would love to do my own research! The day really made me reflect more about children recording their own thinking. I want to encourage children in KS2 to use more open opportunities and 'put down something to show...' As SL in a Foundation & Primary School I want to build on children's experiences from where they are and redress the downwards pressure through SATs and level statistics!'

'Useful to think of opportunities for written representations. Good ideas for me as a subject leader to share with the whole school. I want to try out some activities with my class. This was extremely interesting and very useful - it made me reflect on the use of blank paper as a tool for young children. The day was well organised and friendly - I was inspired! Would love to hear more. Thank you!'

'Very good - the content of the day makes sense. The course made me reflect that I don't allow the children enough freedom to show their thinking on paper and I want to try to build in opportunities for children to represent their thoughts. This sort of course would be useful for the whole school (heads included).'

'Really useful, informative and lots of ideas and information. I liked the examples of children's work. This made me think about Y1 transition and I will link with the Y1 teacher if possible to see how the other year groups represent ideas in maths. More training on this would be very useful and help keep the momentum.'

‘Early Written Calculations’, Institute of Education - February, 2008

'My expectations were fully met. It was really helpful to also focus on the maths area and possibilities for adding maths resources to the graphics area. Lots to take in but all valuable.'

'I found the talk about progression in early written calculations (prior to standard calculations) very useful. Interesting discussions on the experiences of Foundation Stage and Key Stage 1 teachers. I have found this course so useful. So much research and information on handouts - my expectations have been very highly met. Thank you so much! I'm full of new ideas now!'

'I was very interested to discover that all children could make graphic representations of calculations (in their own ways). The strong focus on written calculations was really valuable and the day has really helped my understanding and given me more confidence in teaching maths!'

'The journey through number, counting and calculations and how to interpret children's marks and gain meaning from them all became much clearer. It would be helpful to have more video footage.'

'The course was very useful and it was really valuable to see lots of examples of children's work. I feel I have greater awareness and understanding of Early Years maths. The course refreshed my ideas about creativity in maths which I had rather lost from working in KS2.'

'A very informative and interesting day - expectations exceeded! Focus on problem solving helped me a lot. I found the interpretation of the children's early graphics and the taxonomy really helpful and I have a clearer insight into children's written calculations and how to encourage them.'

'My expectations have been fully met - I have a much better understanding of the place of children's own mathematical representations in the Foundation Stage and of children's development. The shared discussions were really helpful.'

'As the maths subject leader currently working in Yr. 6, this has given me understanding about how things work in KS1. This will be really helpful for the calculations policy that I am writing. The day has given me an opportunity to think about what is wrong with everything we do in our school re; catch-up, filling -in gaps and putting 'sticking plasters' on their learning.'