ABSTRACT
This chapter explores how children develop their mathematical mark-making through following their interests within an enabling environment and with sensitive, supportive, adults. Children’s mathematical mark-making is one of the most powerful ways in which they can demonstrate their mathematical thinking and is an integral part of their mathematical understanding. In essence, children need to have someone to talk to and something to talk about in order to develop their mathematical language and shape their mathematical thinking. Connections are made throughout the chapter to the Talk for Maths Mastery initiative and case studies of children’s mathematical development, learning and progression, illustrated through their learning stories: building on early mark-making experiences from birth to 3 – Peyton’s mark-making; mathematical mark-making with 3- to 4-year-olds – Meryam’s Shape House and Aadam’s Treasure; mathematical mark-making with 4- to 5-year-olds – Meryam’s 3-D Shapes and Aadam and Farhaad’s Big Numbers; and mathematical mark-making into Year 1 (5+ years old) – Go Compare.
