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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. The
pedagogical implications of our research highlight the importance
of:
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Imaginative,
symbolic play
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Adults who focus on
young children's meaning-making in their play (e.g. in their role
play and in their junk models and cut-outs)
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Learning
environments that provide open-ended resources and extended
periods of time for children's symbolic play
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Adults who focus on
young children's meaning-making as they use marks, symbols and
drawings
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Adults who value and
take an interest in children's mathematical meanings expressed
through their mathematical graphics
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Dialogue between
adult and child / children to scaffold children's meanings,
enabling them to negotiate and co-construct understandings
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Assessment from a
positive perspective
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Reflective adults
who work together to understand and support children's thinking
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Involving parents in
sharing and celebrating young children as powerful
meaning-makers and competent young mathematicians
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Mark Making
Graphicacy
Children's
Mathematical Graphics
Galleries
Challenges
for children
Practical
mathematics
Recent Reports
Publications
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