ABSTRACT
The role of the adult is fundamental in taking children's learning forward. This chapter focuses on using questions as starting points for investigations and helping support children in planning, reviewing and evaluating their learning through mathematical conversations. In early mathematical awareness, children need time to explore the environment, try out and explore what they can do with different materials and reflect on what has worked for them in their own way through their mathematical play. Children-sensitive interactions which allow enough freedom to investigate and persevere with their problem solving but not to reach a stage of frustration that may lead to a 'can't-do' attitude. Children have the potential to learn from each other in their mathematical play. Planning language helps children to predict, to draw on exisiting knowledge, to think in terms of ordering or sequencing a plan. The focus on creativity in mark making for children's own purposes will be explored as they make meaning from their own experiences.
