Maths friendly spaces – communication

Maths friendly spaces support mathematical communication so that children can talk to each other about and show each other (with objects, toys and mark-making) their thinking.  It is helpful to have some quieter, cosy spaces where children can easily hear what they are saying to each other with lower levels of distraction from noise.  Extraneous noise, such as a room which has echoes, can be reduced using safe fabrics, rugs and furnishings to dampen the excess sound.

Children and adults need to be easily heard and a quiet environment is more calming and facilitates easier spoken communication. It is helpful to have an agreed way to get attention that all the children are aware of.

Maths display board

Maeve Birdsall

For some time, we had been using display space to support practitioners’ professional development, while at the same time celebrating the children’s achievements. Different areas of learning in turn became the focus for display and dialogue within the staff team.  

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As part of this mathematical play, a wide range of mark making opportunities were always on offer. Adults modelled different ways of recording their thinking, which motivated the children to do likewise. We began to put examples of children’s mathematical marks on the board. Parents were invited to celebrate their budding mathematicians.

We reflected on how recording and mark making impacted on children’s mathematical understanding. Did it extend understanding or impede it in any way? How did it help us to understand children’s thinking?

On reflection, we found the many positives of mathematical mark making:
  • It provides assessment opportunities.
  • Children feel that their marks are valued, giving them self belief.
  • There are opportunities for creative thinking as children decide what and how to record.
  • Children can record during playful situations within a meaningful context.
  • There is freedom to record in a way that makes sense to each unique child.
  • It helps children to visualise abstract concepts.
  • It gives children confidence to explain their thinking.
  • Children have freedom to develop stories or talk generally about their thoughts, feelings and what is important to them. It becomes a vehicle, enabling children to make links between different areas of their learning.
  • Relationships are strengthened with quality interactions.
  • Children surprise us with the depth of knowledge and understanding through recording and explanations that might not have been there in spoken interactions.
  • It provides children with a means of communication and a way of showing understanding that would be difficult to do verbally. (Thinking here about EAL, SEND)
Thoughts and questions we asked ourselves
  • We discussed the kinds of resources we offered. We talked about the way in which some children were reluctant to put pen to paper because they might get it wrong. This is where we felt that whiteboards, where a mark can easily and instantly be erased, were preferable for some children. The important point here is choice!
  • We reflected that there weren’t enough opportunities for mathematical mark making outdoors.
Recording by M aged 3.4
M had chosen to put three balls on each piece of card. This is how she recorded it. Finally, she turned the top right one into her mum. M includes her mum in every drawing, this time inspired to do so because each 3 became two eyes and a nose!