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  • 1.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 469-480Article in journal (Refereed)
    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.

  • 2.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pramling, Niklas
    University of Gothenburg.
    Sign making, coordination of perspectives, and conceptual development2016In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, no 6, p. 841-856Article in journal (Refereed)
    Abstract [en]

    In this empirical study we analyse how children (aged four- to six-years-old) through communicative engagement with their teachers around their own drawings are supported in developing representational insight, that is, going from indicative sign-making to symbolic understanding. Theoretically, the analysis is informed by a sociocultural perspective, particularly Vygotsky’s work on concept development. The empirical data consist of approximately five hours of video observations of teacher–child communication in preschool. The activities analysed were designed by the teachers according to two different principles for facilitating discernment of the conventional meaning of symbols: contrast and induction. While one design is seen to be more powerful than the other in supporting children’s symbolic development, these patterns are, in the study and in everyday early childhood practice, intertwined with other communicative features such as establishing intersubjectivity. The implications for research and educational practice are discussed.

  • 3.
    Magnusson, Maria
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pramling, Niklas
    Signs of knowledge: the appropriation of a symbolic skill in a five-year-old2011In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 19, no 3, p. 357-372Article in journal (Refereed)
    Abstract [en]

    ABSTRACT: In this empirical study, the appropriation of a symbolic skill by a

    five-year old child is analysed. His evolving production and understanding are

    investigated through his sign-making and his explanations of these when

    speaking with a researcher. The child is studied in his home. A contrasting case

    of another child of the same age also making graphical signs in his home is used

    to clarify the nature of this evolving skill. The child goes from using deictic

    references, and in other ways indicating that he takes his signs to be self-evident

    to anyone, to becoming capable of formulating abstract principles. The

    productive use of physical separation in scaffolding the child to make an

    intellectual distinction is also noticed, and the issue of meta-communication, that

    is, communication about one’s communication (representation, sign), appears to

    be the key not only to the development of the researcher’s understanding of the

    child’s skill but also to the child’s development.

  • 4.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University.
    The role of and connection between systematization and representation when young children work on a combinatorial task2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 562-573Article in journal (Refereed)
    Abstract [en]

    This article is about the systematization and representation young children spontaneously use when they are working on a combinatorial task. In this article, documentations from 123 children working on the same task are analysed. The question asked is if there are any connections between the systematizations and representations used in the documentations and how the children solve the task. The results indicate that there are some connections between systematization and representations and that both prepossess children’s solutions. In this paper, we provide some possible reasons; however, we also state that more studies are needed to give deeper insights on these issues.

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