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Stories Neglected About Children’s Mathematics Learning in Play
Western Norway University of Applied Sciences, Bergen .
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0001-8058-3661
Western Norway University of Applied Sciences, Bergen .
Department of Teaching & Learning, Vanderbilt University, Peabody College, Nashville .
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2018 (English)In: 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, p. 93-108Chapter in book (Refereed)
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.

Place, publisher, year, edition, pages
Cham: Springer, 2018. p. 93-108
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Didactics
Research subject
Mathematics Education
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URN: urn:nbn:se:ltu:diva-70306DOI: 10.1007/978-3-319-78220-1_5ISBN: 978-3-319-78219-5 (print)ISBN: 978-3-319-78220-1 (electronic)OAI: oai:DiVA.org:ltu-70306DiVA, id: diva2:1237676
Available from: 2018-08-09 Created: 2018-08-09 Last updated: 2018-08-09Bibliographically approved

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Johansson, Maria

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