ABSTRACT
It is widely acknowledged that the transition from informal, everyday knowledge to formal, school-taught knowledge is a critically important stage in children's mathematical development. Research highlights the importance of making connections between the different representations of mathematics and the value of children's own mathematical graphics in bridging the gap between the concrete and the abstract. The Promoting Early Number Talk project explored the effect of 'Number Talk' - a resource book to support the development of early number - on teaching and learning in five Year 1 primary school classes in Northern Ireland. This article investigates the impact of the project on the development of abstract representation in mathematics. Findings demonstrate an increased appreciation of the importance of social interaction and the potential value of children's own mathematical graphics. It is recommended that greater prominence is given to the development of children's own mathematical graphics both within curriculum policy and classroom practice.
