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Measuring temperature within the didaktic space of preschool
National Center for Mathematics Education, University of Gothenburg.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0001-8058-3661
Bergen University College, Norway.
Bergen University College, Norway.
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Number of Authors: 52016 (English)In: NOMAD Nordic studies in mathematics education, Vol. 21, no 4, p. 155-176Article in journal (Refereed) Published
Abstract [en]

The informal character of preschool mathematics, engaged in during children’s play, places complex requirements on preschool teachers. It also leads to challenges in developing appropriate analytical tools for researching teacher work. In this paper a framework, the ”didaktic space”, is described and used to analyse interactions between preschool teachers and children in relationship to mathematical learning situations. An interaction between a preschool teacher and a group of children about how to compare their temperatures is analysed, using this framework. The analysis focuses on how the teacher’s contributions as well as those of the children changed as the role of the mathematics changed. The paper discusses how the didaktic space offers a nuanced understanding of preschool mathematical situations, both to researchers and to teachers.

Place, publisher, year, edition, pages
2016. Vol. 21, no 4, p. 155-176
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:ltu:diva-13042Local ID: c33fd802-9bda-4300-a7d6-81b3204e2784OAI: oai:DiVA.org:ltu-13042DiVA, id: diva2:985993
Note

Konferensartikel i tidskrift

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-15Bibliographically approved

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No full text in DiVA

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http://ncm.gu.se/node/8562

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Johansson, MariaMeaney, Tamsin

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