An Investigation into Young Children’s Numerical Representations in Mathematics

This study investigates how young children use numerical representations in mathematics by reviewing other research projects and by carrying out a small-scale project with the children in a mixed Reception and Year 1 class in a small rural primary school.
It identifies the background and current expectations of the National Curriculum in Mathematics, the National Numeracy Strategy and the Curriculum Guidance for the Foundation Stage: Early Learning Goals. It considers the efficacy of an emergent mathematics approach and discusses possible parallels between emergent literacy and emergent numeracy. The study looks at the ways recordings are linked to children’s thinking, how children make connections and how they communicate their ideas and understanding. It outlines early years’ teaching, learning and assessment methods and then looks at how these can be incorporated into an effective approach for the teaching, learning and assessment of recording numerically.
The classroom-based research involved collecting qualitative and quantitative data with individuals and small groups. This was used to compare pupils’ numerical representations with assessment of their abilities in key areas of their development, including their organisational skills, handwriting and mathematical abilities.
A small section of the research focused upon two individual children who were considered to be ‘more able’ in their mathematical thinking. This data provided an opportunity for triangulation within the study.
This study has extended my professional understanding of the use of young children’s written numerical recordings. This knowledge has influenced the teaching and learning opportunities I provide for the children’s development of numeracy.