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Stories Neglected About Children’s Mathematics Learning in Play
Western Norway University of Applied Sciences, Bergen .
Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.ORCID-id: 0000-0001-8058-3661
Western Norway University of Applied Sciences, Bergen .
Department of Teaching & Learning, Vanderbilt University, Peabody College, Nashville .
Vise andre og tillknytning
2018 (engelsk)Inngår i: Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 / [ed] Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner., Cham: Springer, 2018, s. 93-108Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

In this paper we describe stories of mathematics learning in play that are often neglected in this era of schoolification and discussions of what counts as learning in early childhood. Drawing on theories of early childhood teaching and learning that emphasize the importance of teachers’ (a) content knowledge, pedagogical content knowledge, and knowledge of children’s development, (b) action competencies, and (c) attitudes and beliefs, we explore three stories of child-teacher interactions in play. We found that, despite different political and public perceptions of what counts as learning in three different countries, preschool teachers evidenced competencies in similar ways – each illustrating a neglected story of children’s mathematics learning.

sted, utgiver, år, opplag, sider
Cham: Springer, 2018. s. 93-108
HSV kategori
Forskningsprogram
Matematik och lärande
Identifikatorer
URN: urn:nbn:se:ltu:diva-70306DOI: 10.1007/978-3-319-78220-1_5ISBN: 978-3-319-78219-5 (tryckt)ISBN: 978-3-319-78220-1 (digital)OAI: oai:DiVA.org:ltu-70306DiVA, id: diva2:1237676
Tilgjengelig fra: 2018-08-09 Laget: 2018-08-09 Sist oppdatert: 2018-08-09bibliografisk kontrollert

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Totalt: 94 treff
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