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Towards an understanding of how the Swedish preschool constructs mathematics: children being and becoming mathematicians
Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-8662-1072
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Malmö University , 2014. , p. 108
Series
Malmö Studies in Educational Sciences: Licentiate Dissertation Series, ISSN 1653-6037 ; 34
Keywords [en]
Mathematics education, preschool, socialisation
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:mau:diva-7650Local ID: 17871ISBN: 978-91-7104-553-9 (print)ISBN: 978-91-7104-554-6 (print)OAI: oai:DiVA.org:mau-7650DiVA, id: diva2:1404586
Note

Paper III in thesis as manuscript with title "Towards an understanding of preschool activities: being and becoming in a mathematical activity"

Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-03-08Bibliographically approved
List of papers
1. Young children's use of measurements concepts
Open this publication in new window or tab >>Young children's use of measurements concepts
2013 (English)In: Proceedings of the Eight Congress of the European Society for Research in Mathematics Education, Middle East Technical University, Ankara , 2013, p. 2148-2157Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Middle East Technical University, Ankara, 2013
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-11238 (URN)17807 (Local ID)17807 (Archive number)17807 (OAI)
Conference
Congress of European Research in Mathematics Education, CERME), Manavgat-Side, Antalya, Turkey (2013)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
2. Socialisation tensions in the Swedish preschool curriculum: the case of mathematics
Open this publication in new window or tab >>Socialisation tensions in the Swedish preschool curriculum: the case of mathematics
2014 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2014, no 2, p. 82-98Article in journal (Refereed) Published
Abstract [en]

In Sweden, where almost all children attend preschool, preschools are significant sites of socialisation. Therefore, there is a need to investigate how this socialisation may be affected by implementation of a revised curriculum. The changes in preschool curriculum are an indication of how schoolification is influencing Early Years education. This is because preschool teachers and work teams use the curriculum to plan activities for children who will be socialised by participating in these activities. This article investigates the goals and guidelines in the revised preschool curriculum and considers how an increased emphasis in those related to mathematics may affect the kind of socialisation children could gain. The goals and guidelines support teachers’ pedagogical practices and hence are worth investigating. The concepts of being and becoming are used to consider how the goals and guidelines position children as having or needing to gain norms and values, skills and knowledge. Consequently, they are considered to need to acquire the skills to perform as members of their society or as knowledgeable participants when constructing their everyday lives in preschool. The goals and guidelines related to mathematics emphasise children’s becoming, and thus their incompleteness. This results in less opportunity for teachers to perceive children as having relevant experience and skills to contribute to activities and to produce creative cultural understanding. Consequently, the schoolification of the preschool curriculum through the increased emphasis in the goals and guidelines for school subjects is likely to affect the kinds of activities that preschool teachers plan and provide to children, and thus the kind of socialisation they receive in preschool.

Place, publisher, year, edition, pages
Malmö högskola, Lärande och Samhälle, 2014
Keywords
becoming, being, curriculum, mathematics education, socialisation
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-3729 (URN)10.24834/educare.2014.2.1155 (DOI)17757 (Local ID)17757 (Archive number)17757 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2023-11-29Bibliographically approved
3. Being and becoming as socialisation in a mathematical activity in preschool
Open this publication in new window or tab >>Being and becoming as socialisation in a mathematical activity in preschool
2015 (English)In: Nordisk Barnehageforskning, 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: 2024-07-04Bibliographically approved

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Lembrér, Dorota

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