The aim of a workshop recently led by myself and Andy Lovegrove, Ealing Early Years lead practitioner, was to provide practitioners with strategies for boosting numeracy in their settings and to get them thinking more deeply about how numeracy develops.
The one-day session, 'Improving outcomes for children in problem solving, reasoning and numeracy', focused on early mark making in mathematics. Much of this is based on the findings of the 2008 Williams Review identifying the most effective pedagogy in early mathematics teaching.
The Review highlights how, traditionally, adults have paid less attention to supporting children in making mathematical marks, while providing opportunities through play for them to develop as emergent writers. It stresses that mathematical mark making has an important role in children's early acquisition and skills, as it develops their abilities to extend and organise their own ways of thinking.
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