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Meaney, Tamsin
Publications (10 of 38) Show all publications
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
Open this publication in new window or tab >>Differential enhancement in Mathematical Pre-School Class Activities
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2018 (English)In: Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement / [ed] Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl, Springer, 2018, p. 119-144Chapter in book (Other academic)
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.

Place, publisher, year, edition, pages
Springer, 2018
Series
Advances in Mathematics Education, ISSN 1869-4918, E-ISSN 1869-4926
Keywords
Recontextualisation, Strategies of distribution, Micro-ethnography, Pedagogic strategies, Oppertunity
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-9650 (URN)10.1007/978-3-319-79045-9_6 (DOI)28192 (Local ID)978-3-319-79044-2 (ISBN)978-3-319-79045-9 (ISBN)28192 (Archive number)28192 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-07-07Bibliographically approved
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
Open this publication in new window or tab >>Preservice teachers recognising and responding to young children’s engagement with mathematics
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, Springer, 2018, p. 27-43Chapter in book (Other academic)
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.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
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)
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-10304 (URN)10.1007/978-3-319-78220-1_2 (DOI)25963 (Local ID)9783319782201 (ISBN)25963 (Archive number)25963 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-03-11Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn. Gleerups Utbildning AB
Open this publication in new window or tab >>Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn
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2016 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016. p. 156
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-8066 (URN)28195 (Local ID)978-91-40-69131-6 (ISBN)28195 (Archive number)28195 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
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
Open this publication in new window or tab >>Measuring temperature within the didactic space of preschool
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2016 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, 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
Nationellt centrum för matematikutbildning (NCM), 2016
Keywords
mathematics, preeschool, didactic space
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-3377 (URN)24074 (Local ID)24074 (Archive number)24074 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Lembrér, D. & Meaney, T. (2016). Preschool children learning mathematical thinking on interactive tables (ed.). 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
Open this publication in new window or tab >>Preschool children learning mathematical thinking on interactive tables
2016 (English)In: 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, p. 234-254Chapter in book (Other academic)
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.

Place, publisher, year, edition, pages
Springer, 2016
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-10238 (URN)20471 (Local ID)978-3-319-23935-4 (ISBN)20471 (Archive number)20471 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
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
Open this publication in new window or tab >>Beginning Early: Mathematical Exclusion
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2015 (English)In: Proceedings of the International Mathematics Education and Society Conference, Mathematics Education & Soc , 2015, p. 596-609Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Mathematics Education & Soc, 2015
Series
Mathematics education and society, ISSN 2077-9933
Keywords
Education & Educational Research
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11968 (URN)000380609200049 ()27368 (Local ID)27368 (Archive number)27368 (OAI)
Conference
Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Lembrér, D. & Meaney, T. (2015). Being and becoming as socialisation in a mathematical activity in preschool (ed.). Nordisk Barnehageforskning, 11(5)
Open this publication in new window or tab >>Being and becoming as socialisation in a mathematical activity in preschool
2015 (English)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 5Article in journal (Refereed)
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.

Place, publisher, year, edition, pages
Högskolan i Oslo, 2015
Keywords
becoming, being, mathematics, socialisation
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-3081 (URN)10.7577/nbf.992 (DOI)19590 (Local ID)19590 (Archive number)19590 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
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
Open this publication in new window or tab >>Power in preschools: how to support teachers in unpacking the process
2015 (English)In: Proceedings of the Eighth International Mathematics Education and Society Conference;1, MES8 , 2015, p. 188-193Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
MES8, 2015
Series
Proceedings of the International Mathematics Education and Society Conference, ISSN 2077-9933
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-11620 (URN)000380609200016 ()19540 (Local ID)19540 (Archive number)19540 (OAI)
Conference
Mathematics Education and Society (MES), Portland, Oregon, USA (2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
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).
Open this publication in new window or tab >>Assessing the Design of Collaborative Mathematical Activities for Preschool Children Using Interactive Tables
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2014 (English)Conference paper, Poster (with or without abstract) (Other academic)
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.

National Category
Engineering and Technology
Identifiers
urn:nbn:se:mau:diva-11370 (URN)19591 (Local ID)19591 (Archive number)19591 (OAI)
Conference
Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
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
Open this publication in new window or tab >>Back to the future?: Children living in poverty, early childhood centres and mathematics education
2014 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 7, p. 999-1011Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Springer, 2014
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-65914 (URN)10.1007/s11858-014-0578-y (DOI)000213269500003 ()2-s2.0-84919910704 (Scopus ID)
Available from: 2024-02-12 Created: 2024-02-12 Last updated: 2024-02-12Bibliographically approved
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