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Preschool children learning mathematical thinking on interactive tables
Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-8662-1072
Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
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. p. 234-254
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-10238Local ID: 20471ISBN: 978-3-319-23935-4 OAI: oai:DiVA.org:mau-10238DiVA, id: diva2:1407270
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved

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Lembrér, DorotaMeaney, Tamsin

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  • apa
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf