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Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching
University of Gothenburg, Sweden.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för didaktik och lärares praktik (DLP).ORCID-id: 0000-0002-5806-4475
Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).ORCID-id: 0000-0003-2217-6624
2018 (engelsk)Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 4, s. 469-480Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children’s learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children’s learning opportunities.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2018. Vol. 26, nr 4, s. 469-480
Emneord [en]
Developmental pedagogy, Early childhood education, Mathematics, Play, Teaching
HSV kategori
Forskningsprogram
Matematik, Matematikdidaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-76376DOI: 10.1080/1350293X.2018.1487162ISI: 000438637100002Scopus ID: 2-s2.0-85048762047OAI: oai:DiVA.org:lnu-76376DiVA, id: diva2:1223296
Tilgjengelig fra: 2018-06-25 Laget: 2018-06-25 Sist oppdatert: 2019-09-26bibliografisk kontrollert

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