ABSTRACT
This chapter examines how teachers can help children to record their mathematics and make sense of the recordings of others. It will consider the implications of theoretical research into the nature of mathematics learning, of research into children’s understanding of mathematics in and out of the classroom, of my own study into a developmental approach to teaching and learning early mathematics, and current research into the teaching and learning of early addition. It will look at alternative ways to introduce children to mathematical recording and finally develop these ideas to look at how the use of writing frames, encouraged in the National Literacy Strategy, can be used by older children to explain and record their mathematics.
