Open this publication in new window or tab >>2012 (English)In: Evaluation and comparison of mathematical achievement: dimensions and perspectives: proceedings of MADIF;8, Svensk Förening för Matmematikdidaktisk Forskning , 2012, p. 141-150Conference paper, Published paper (Other academic)
Abstract [en]
Recently, attention has been focussed on the mathematics learnt in preschools and how this contributes to children’s subsequent learning in schools. This paper explores the dilemma of trying to increase preschool children’s learning of mathematics, whilst allowing their play to guide that learning. In Sweden, the revised curriculum for preschools specifies more mathematics to be covered. Yet, like other countries, Sweden traditionally has seen preschools as places where learning arises from children’s play. We suggest two avenues for further research that would contribute information to increasing the likelihood of play supporting mathematics learning.
Place, publisher, year, edition, pages
Svensk Förening för Matmematikdidaktisk Forskning, 2012
Keywords
mathematics education, play, preschool, learning
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-12031 (URN)15450 (Local ID)15450 (Archive number)15450 (OAI)
Conference
matematikdidaktiska forskningsseminariet, Umeå (2012)
2020-02-292020-02-292022-06-27Bibliographically approved