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Young children exploring probability: with focus on their documentations
Karlstad University.
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.ORCID iD: 0000-0003-2217-6624
2016 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, no 4, p. 95-114Article in journal (Refereed) Published
Abstract [en]

This article reports on an intervention where possibilities and limitations with problem-solving as a basis for mathematics education in pre-school class were studied. In the article we explore how 50 children use non-guided documentation when working with a problem-solving task about probability. The results show that the task was possible to work with for these young children, and in the follow-up interviews many of the children seemed familiar with the mathematical concepts used, as well as with a relevant sample space. The children’s non-guided documentation showed a diversity of strategies and contributed positively to their exploration of probability, both during the lesson and in the final discussions.

Place, publisher, year, edition, pages
2016. Vol. 21, no 4, p. 95-114
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-55825OAI: oai:DiVA.org:lnu-55825DiVA, id: diva2:956112
Available from: 2016-08-29 Created: 2016-08-29 Last updated: 2017-11-21Bibliographically approved

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Palmér, Hanna

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CiteExportLink to record
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  • apa
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