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• Two learning stories
  • James is writing
  • James joins in at mathematics
    • Analysis
    • Where to next?
• Reflection

James joins in at mathematics

James’s achievement

James is using and sorting mathematics material on the basis of colour and shape. He does this independently. What is most significant is that James takes his mathematics equipment and initiates interaction with other students. This connection and sharing is new and shows that James is learning to associate with his classmates. Until recently, James has shown little interest in, or awareness of, his peers.

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	5 March 2008 James is sorting mathematics equipment based on colour and shape. If an object is deliberately moved to an incorrect position, James laughs and returns it to the right place.
	19 March 2008 James is watched by a classmate as he uses mathematics software on his touch-screen computer. A row of objects appear on the screen. One object clearly does not belong. James identifies the incorrect object by touch. He demonstrates perseverance and focus.
	During mathematics, the class is working in groups. James has been working on his own at his desk. He approaches a group, kneels, and makes eye contact. The children in the group respond with a “High five”. James greets two members of the group then sits for a while with them, watching as they continue their work.
	9 April 2008 The class is sitting on the mat listening to instructions about the mathematics task to follow. James had been working on his computer. He looks up and hurries to the mat joining his peers. He is becoming aware that he belongs to the class and is more likely to join in with group activities.
	28 May 2008 James has been working with me learning to copy patterns on a pegboard. Other children in the class are working on mathematics tasks with a partner. James picks up the mathematics equipment he is using, goes to the mat, tips it out, and gives each boy a pegboard. The boys interact effectively and happily. I approach the class teacher and we observe the positive interaction.

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