The children in the class were asked to count and record different objects. They drew pictures to tally the objects, which led to good discussion about writing numbers. Some children found it difficult because there were many cubbies or chairs to count. The children discussed ways to make the task easier, such as removing some objects like cubbies or chairs. The document discusses how learners construct mathematical meaning through active learning, interactions, and reflections on experiences. Learners should develop their own symbolic representations before using standard notation.

1. Supporting math through
discussion facilitates
understanding of using
symbols for numbers...
The children were challenged to
count and record the number of
different types of items in the class. All
children drew pictures of the objects
which provided excellent discussion
and reasoning about number writing
through tallying.
Giovanni: It was difficult because to
count there was lots of cubbies
Natasha: There were so many
cubbies and no place to draw the
chairs
Ridwan: I saw all the computers, I saw
two I can draw
Ademola: I was looking at the box, I
did the windows, the doors and
computers
Ms. Candy: How could this be made
easier or better?
Natasha: Maybe put 1 out (delete
one object) – like the cubbies
Jared: Or the chairs
Toby: Take some chairs away
Marco: It wasn’t easy for me to take
some away.
Jared: You could just write the
numbers.
Natasha: Draw circles for the chairs.
Toby: Numbers is quicker.
Natasha: No, 111

2. *Constructing meaning
about mathematics
Learners construct meaning
based on their previous
experiences and understanding,
and by reflecting upon their
interactions with objects and
ideas. Therefore, involving learners
in an active learning process,
where they are provided with
possibilities to interact with
manipulatives and to engage in
conversations with others, is
paramount to this stage of
learning in mathematics.
*Transferring meaning
into symbols
Only when learners have
constructed their ideas about a
mathematical concept should
they attempt to transfer this
understanding into symbols.
Symbolic notation can take the
form of pictures, diagrams,
modelling with concrete objects
and mathematical notation.
Learners should be given the
opportunity to describe their
understanding using their own
method of symbolic notation, then
learning to transfer them into
conventional mathematical
notation.
*Making the PYP happen, p82