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Abstract
The set of papers comprising this symposium report selected aspects of separate research projects. To address the theme of this symposium  Young children’s transition to mathematical drawing – each researcher has critically reflected on children’s drawings to highlight the diversity in the characteristics of those drawings, and the ways in which they represent (or do not represent) mathematical concepts or processes. In doing so we seek to problematize the expectation that most children will ‘naturally’ develop drawing skills during preschool and the first few years of school, that are effective for representing and communicating mathematical meaning. Although ‘drawing’ is only specified a few times as a necessary form of representation in Australian Curriculum (Foundation to Year 2), the expectation is emphasised more strongly through the student work samples provided as illustrations of performance standards. For example, of the twelve ‘Satisfactory’ work samples provided for Year 1 in the Australian Curriculum website (ACARA, 2014), seven of the tasks required drawn responses. The drawings include pictorial representations of quantities, operations and problem solutions, as well as more formal diagrams (number line, graph and a map indicating routes, directions and informal distances). In an assessment situation, what is actually being assessed, the child’s mathematical understanding or their drawing skills? Our concern is that a substantial number of children struggle to develop the required drawing skills, and that many teachers are not aware of the need to explicitly support the development of mathematical drawing. The purpose of this symposium is to draw on some existing research to argue the case for further research that can inform earlyyears classroom pedagogy designed to obviate the potential learning barrier experienced by many children because of their underdeveloped drawing skills.
Original language  English 

Title of host publication  Making waves, opening spaces 
Subtitle of host publication  proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia 
Editors  Jodie Hunter, Lisa Darragh, Pam Perger 
Place of Publication  Adelaide, SA 
Publisher  MERGA 
Pages  106109 
Number of pages  4 
ISBN (Print)  9781920846282 
Publication status  Published  2018 
Event  Annual Conference of the Mathematics Education Research Group of Australasia (41st : 2018)  Massey University, Auckland, New Zealand Duration: 1 Jul 2018 → 5 Jul 2018 
Conference
Conference  Annual Conference of the Mathematics Education Research Group of Australasia (41st : 2018) 

Country/Territory  New Zealand 
City  Auckland 
Period  1/07/18 → 5/07/18 
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Dive into the research topics of 'Interpreting children’s drawings as indicators of mathematical structural development'. Together they form a unique fingerprint.Projects
 1 Finished

Connecting mathematics learning through spatial reasoning
Mulligan, J., Woolcott, G., Mitchelmore, M., Davis, A. & Duff, S.
7/03/17 → 18/12/20
Project: Research