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Meaney, Tamsin
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Helenius, O., Johansson, M. L., Lange, T., Meaney, T. & Wernberg, A. (2018). Differential enhancement in Mathematical Pre-School Class Activities. In: Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl (Ed.), Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl (Ed.), Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement (pp. 119-144). Springer
Öppna denna publikation i ny flik eller fönster >>Differential enhancement in Mathematical Pre-School Class Activities
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2018 (Engelska)Ingår i: Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement / [ed] Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl, Springer, 2018, s. 119-144Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In this chapter, an adapted version of Dowling's distributive strategies is used to show how two children, Klara and Teo, are provided with differential enhancement in the mathematical learning opportunities that they are offered. The analysis shows that the use of everyday settings of mathematics problem, including expectations about the social relationship in those settings, can cause children to collude in the kind of enhancement that they experience. Expectations about the social relationships, within the problems being solved and between the participants, contributed to the two children using strategies which channeled them towards operating in different domains.

Ort, förlag, år, upplaga, sidor
Springer, 2018
Serie
Advances in Mathematics Education, ISSN 1869-4918, E-ISSN 1869-4926
Nyckelord
Recontextualisation, Strategies of distribution, Micro-ethnography, Pedagogic strategies, Oppertunity
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-9650 (URN)10.1007/978-3-319-79045-9_6 (DOI)28192 (Lokalt ID)978-3-319-79044-2 (ISBN)978-3-319-79045-9 (ISBN)28192 (Arkivnummer)28192 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-07-07Bibliografiskt granskad
Lembrér, D., Kacerja, S. & Meaney, T. (2018). Preservice teachers recognising and responding to young children’s engagement with mathematics (ed.). In: Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner (Ed.), Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner (Ed.), Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 (pp. 27-43). : Springer
Öppna denna publikation i ny flik eller fönster >>Preservice teachers recognising and responding to young children’s engagement with mathematics
2018 (Engelska)Ingår 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, Springer, 2018, s. 27-43Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In this paper, a methodology is proposed for gaining insights into preservice teachers’ understandings about young children’s mathematics learning. Using data from a Swedish and Norwegian pilot study, it is possible to see how a set of questions about a stimulus photo of children playing with some glass jars provided insights into the preservice teachers’ mathematical and pedagogical understandings. Although the preservice teachers seemed to be able to recognise a range of mathematical activities and respond to children engaging in them, they often gave only implicit, general information. This raises questions about teacher educators’ expectations about whether preservice teachers, at the end of their courses, should be able to provide more explicit descriptions of what children are doing and suggestions for how to develop their mathematical understandings. Information of this kind can inform teacher educators about what could be improved in future mathematics education courses in early years programmes.

Ort, förlag, år, upplaga, sidor
Springer, 2018
Nyckelord
Pedagogical mathematical knowledge, Photo stories (or photo-based survey), Recognise and respond, Bishop’s six mathematical activities, Student teacher assessment, Mathematics teacher education, Comparative studies, Preservice teachers education, Questionnaire approach (survey)
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-10304 (URN)10.1007/978-3-319-78220-1_2 (DOI)25963 (Lokalt ID)9783319782201 (ISBN)25963 (Arkivnummer)25963 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-03-11Bibliografiskt granskad
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn. Gleerups Utbildning AB
Öppna denna publikation i ny flik eller fönster >>Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn
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2016 (Svenska)Bok (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Gleerups Utbildning AB, 2016. s. 156
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-8066 (URN)28195 (Lokalt ID)978-91-40-69131-6 (ISBN)28195 (Arkivnummer)28195 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Measuring temperature within the didactic space of preschool (ed.). Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 21(4), 155-176
Öppna denna publikation i ny flik eller fönster >>Measuring temperature within the didactic space of preschool
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2016 (Engelska)Ingår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, nr 4, s. 155-176Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Nationellt centrum för matematikutbildning (NCM), 2016
Nyckelord
mathematics, preeschool, didactic space
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-3377 (URN)24074 (Lokalt ID)24074 (Arkivnummer)24074 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Lembrér, D. & Meaney, T. (2016). Preschool children learning mathematical thinking on interactive tables. In: Tamsin Meaney, Ola Helenius, Maria L. Johansson, Troels Lange, Anna Wernberg (Ed.), Tamsin Meaney, Ola Helenius, Maria L. Johansson, Troels Lange, Anna Wernberg (Ed.), Mathematics Education in the Early Years: Results from the POEM2 Conference (pp. 234-254). Springer
Öppna denna publikation i ny flik eller fönster >>Preschool children learning mathematical thinking on interactive tables
2016 (Engelska)Ingår i: Mathematics Education in the Early Years: Results from the POEM2 Conference / [ed] Tamsin Meaney, Ola Helenius, Maria L. Johansson, Troels Lange, Anna Wernberg, Springer, 2016, s. 234-254Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In many countries around the world, young children use different kinds of information and communication technologies (ICT) on a daily basis. In this chapter, the use of games or apps on these technologies is explored in relationship to children’s learning of mathematical thinking. The work of Biesta on education and socialisation is combined with that of Radford on subjectification and objectification to theorise young children’s learning of mathematical thinking. Two Swedish preschool children’s interactions with a balance game on an Interactive Table are analysed to consider the value of this theory and what it says about the affordances of the game.

Ort, förlag, år, upplaga, sidor
Springer, 2016
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-10238 (URN)10.1007/978-3-319-23935-4_13 (DOI)20471 (Lokalt ID)978-3-319-23935-4 (ISBN)978-3-319-23933-0 (ISBN)20471 (Arkivnummer)20471 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2024-04-18Bibliografiskt granskad
Helenius, O., Johansson, M. L., Lange, T., Meaney, T. & Wernberg, A. (2015). Beginning Early: Mathematical Exclusion (ed.). In: (Ed.), (Ed.), Proceedings of the International Mathematics Education and Society Conference: . Paper presented at Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015) (pp. 596-609). : Mathematics Education & Soc
Öppna denna publikation i ny flik eller fönster >>Beginning Early: Mathematical Exclusion
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2015 (Engelska)Ingår i: Proceedings of the International Mathematics Education and Society Conference, Mathematics Education & Soc , 2015, s. 596-609Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this paper, the distinction between Bernstein's horizontal and vertical discourse is used to show how two children are restricted in their possibilities to learn mathematics. The social relationships set up within contexts, both of the problems being solved, and between participants, contributed to the horizontal or vertical discourse being employed. In a circular motion, these discourses then reinforced the social relationships that could come into play. It is argued that mathematical exclusion can occur when social relationships, not only within problem contexts but also within interactions, miscue the kind of discourse which is foregrounded. Children can become confused over the sort of discourse that contributes to mathematics learning.

Ort, förlag, år, upplaga, sidor
Mathematics Education & Soc, 2015
Serie
Mathematics education and society, ISSN 2077-9933
Nyckelord
Education & Educational Research
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-11968 (URN)000380609200049 ()27368 (Lokalt ID)27368 (Arkivnummer)27368 (OAI)
Konferens
Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Lembrér, D. & Meaney, T. (2015). Being and becoming as socialisation in a mathematical activity in preschool (ed.). Nordisk Barnehageforskning, 11(5)
Öppna denna publikation i ny flik eller fönster >>Being and becoming as socialisation in a mathematical activity in preschool
2015 (Engelska)Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, nr 5Artikel i tidskrift (Refereegranskat)
Abstract [en]

This article investigates a map-drawing activity in a Swedish preschool from the perspective of how children are positioned as being or becoming mathematicians by the children themselves, the teacher and the researcher. The children positioned themselves as being mathematicians, who were capable of expressing and using their own experiences and skills. The researcher also focused on the children’s expertise and so positioned them as being mathematicians. Nevertheless, there were times when the children acknowledged their need for more skills and knowledge to solve a problem and thus positioned themselves as becoming mathematicians. Similarly, some of the teacher’s questions also focussed on developing children’s mathematics skills, which thus emphasized children’s incompleteness or state as becoming mathematicians. By contrasting the teacher’s role with those of the children and the researcher, it is possible to identify how the teacher affects children’s socialisation and learning through her questioning.

Ort, förlag, år, upplaga, sidor
Högskolan i Oslo, 2015
Nyckelord
becoming, being, mathematics, socialisation
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-3081 (URN)10.7577/nbf.992 (DOI)19590 (Lokalt ID)19590 (Arkivnummer)19590 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2024-03-08Bibliografiskt granskad
Lembrér, D., Johansson, M. & Meaney, T. (2015). Power in preschools: how to support teachers in unpacking the process (ed.). In: (Ed.), Proceedings of the Eighth International Mathematics Education and Society Conference;1: . Paper presented at Mathematics Education and Society (MES), Portland, Oregon, USA (2015) (pp. 188-193). MES8
Öppna denna publikation i ny flik eller fönster >>Power in preschools: how to support teachers in unpacking the process
2015 (Engelska)Ingår i: Proceedings of the Eighth International Mathematics Education and Society Conference;1, MES8 , 2015, s. 188-193Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

New norms and values introduced into preschools through curricula changes require teachers to adapt their teaching. However, in making adjustments in order to increase children’s agency, teachers can loose sight of how they wield their own power. In this project, a professional development facilitator worked with five Swedish teachers. Although the preschool teachers considered their primary role to be carers who resisted interfering in children’s explorations, the initial analysis suggests that they were wielding considerable power in their interpretations of what was occurring. Consequently, it has become important for the professional development facilitator to unpack with teachers the power that they wield in order to develop their teaching. This project description discusses initial ideas for doing this.

Ort, förlag, år, upplaga, sidor
MES8, 2015
Serie
Proceedings of the International Mathematics Education and Society Conference, ISSN 2077-9933
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-11620 (URN)000380609200016 ()19540 (Lokalt ID)19540 (Arkivnummer)19540 (OAI)
Konferens
Mathematics Education and Society (MES), Portland, Oregon, USA (2015)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Lembrér, D., Johansson, M. L., Meaney, T., Wernberg, A. & Lange, T. (2014). Assessing the Design of Collaborative Mathematical Activities for Preschool Children Using Interactive Tables (ed.). Paper presented at Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014). Paper presented at Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014).
Öppna denna publikation i ny flik eller fönster >>Assessing the Design of Collaborative Mathematical Activities for Preschool Children Using Interactive Tables
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2014 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Övrigt vetenskapligt)
Abstract [en]

In the Swedish preschool curriculum, it is stated that children’s learning should happen through play. There is also an expectation that children will engage with ICT and be provided with situations that require them to engage with mathematical concepts. Consequently, the object of this research project is to evaluate mathematical games designed for interactive tables in regard to children’s needs and intersts. Four mathematical games are analysed to determine whether they utilise the affordances of the interactive tables in ways that were likely to support preschool children’s possibilities for learning mathematical concepts and language as well as how to interact with each other. This investigation provides information about how the affordances of interactive tables can be utlised to best meet the needs of young children for future design projects.

Nationell ämneskategori
Teknik och teknologier
Identifikatorer
urn:nbn:se:mau:diva-11370 (URN)19591 (Lokalt ID)19591 (Arkivnummer)19591 (OAI)
Konferens
Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Meaney, T. (2014). Back to the future?: Children living in poverty, early childhood centres and mathematics education. ZDM - the International Journal on Mathematics Education, 46(7), 999-1011
Öppna denna publikation i ny flik eller fönster >>Back to the future?: Children living in poverty, early childhood centres and mathematics education
2014 (Engelska)Ingår i: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, nr 7, s. 999-1011Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children's lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.

Ort, förlag, år, upplaga, sidor
Springer, 2014
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-65914 (URN)10.1007/s11858-014-0578-y (DOI)000213269500003 ()2-s2.0-84919910704 (Scopus ID)
Tillgänglig från: 2024-02-12 Skapad: 2024-02-12 Senast uppdaterad: 2024-02-12Bibliografiskt granskad
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