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Delacour, Laurence
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Delacour, L. (2022). Mathematics in Swedish Multilingual Preschool: Human and Nonhuman Actors and the Devolution Process. Philosophy of Mathematics Education Journal, 39
Öppna denna publikation i ny flik eller fönster >>Mathematics in Swedish Multilingual Preschool: Human and Nonhuman Actors and the Devolution Process
2022 (Engelska)Ingår i: Philosophy of Mathematics Education Journal, ISSN 1465-2978, Vol. 39Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article explores how a bilingual preschool teacher creates mathematical preconditions and socio–psychological premises that advance children’s understanding of mathematical concepts, and considers factors such as language and materiality that influence mathematical activities in a multilingual Swedish preschool. Elements of situation theory (devolution processes) and of actor-network theory (materiality as mediator) interact. This article highlights whether some didactic contracts promote interactions between materiality and multilingual children in two mathematical activities, one planned and controlled by the teacher to introduce the concept of shapes and the other spontaneous, in which the teacher follows the children’s desires.

Ort, förlag, år, upplaga, sidor
University of Exeter Press, 2022
Nyckelord
Devolution process, didactic contract, materiality, mathematics, multilingual, preschool teacher
Nationell ämneskategori
Didaktik
Forskningsämne
Matematikens didaktik; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-63556 (URN)
Tillgänglig från: 2023-11-09 Skapad: 2023-11-09 Senast uppdaterad: 2024-01-31Bibliografiskt granskad
Delacour, L. (2020). Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background. Philosophy of Mathematics Education Journal (36)
Öppna denna publikation i ny flik eller fönster >>Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background
2020 (Engelska)Ingår i: Philosophy of Mathematics Education Journal, ISSN 1465-2978, nr 36Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Preschool teachers have the important task of stimulating children in their development and preparing them for future schooling and lifelong learning. Many Swedish preschools today are characterized by great linguistic diversity among children and teachers. Many studies highlight the great benefits that multilingual children can gain from being able to use their native languages as resources when they learn other subjects, such as mathematics. This makes multilingual preschool teachers key players in today's education policy. For this research, I interviewed and followed a multilingual preschool teacher of immigrant background, anonymised as “Kajal”. I analysed Kajal's talk about and work with mathematics to understand what she was able to do and how she shaped her subjectivity as she navigated the expectations of various actors and prevailing norms in society.

Ort, förlag, år, upplaga, sidor
University of Exeter Press, 2020
Nyckelord
discourse, expectation, mathematics, preschool teacher, subjectivity
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-18379 (URN)
Tillgänglig från: 2020-09-23 Skapad: 2020-09-23 Senast uppdaterad: 2024-01-31Bibliografiskt granskad
Delacour, L. (2020). Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik (ed.). (Doctoral dissertation). Malmö: Malmö universitet
Öppna denna publikation i ny flik eller fönster >>Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik
2020 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Malmö: Malmö universitet, 2020. s. 260
Serie
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 91
Nyckelord
preschool, mathematics, discourse, multilingual
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-7470 (URN)10.24834/isbn.9789171049544 (DOI)26527 (Lokalt ID)978-91-7104-955-1 (ISBN)978-91-7104-954-4 (ISBN)26527 (Arkivnummer)26527 (OAI)
Anmärkning

Note: The papers are not included in the fulltext online

Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2024-03-07Bibliografiskt granskad
Delacour, L. & Chronaki, A. (2020). The Fabrication of Early Childhood Mathematics and the desired child in Sweden. Philosophy of Mathematics Education Journal (35)
Öppna denna publikation i ny flik eller fönster >>The Fabrication of Early Childhood Mathematics and the desired child in Sweden
2020 (Engelska)Ingår i: Philosophy of Mathematics Education Journal, ISSN 1465-2978, nr 35Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Swedish early years mathematics education is currently under discussion, as it is experiencing transformation on several levels. A few years ago PISA results showed that Sweden ranks below certain highly developed countries. The importance of mathematics has consequently become a prevailing discourse, with the aim of safeguarding a top ranking for Sweden. At the same time, increased population mobility towards Sweden over past decades has resulted in the contemporary school setting being characterised by cultural and linguistic diversity. Based on a series of interviews and observations, this paper analyses how preschool teachers tend to fabricate mathematics education and the desired child in a context where conflicting discourses of school mathematics and early childhood education circulate. This study also explores whether certain children run the risk of being excluded as “other”.

Ort, förlag, år, upplaga, sidor
University of Exeter Press, 2020
Nyckelord
early childhood education; discourse; mathematics
Nationell ämneskategori
Pedagogik
Forskningsämne
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-17454 (URN)
Tillgänglig från: 2020-06-09 Skapad: 2020-06-09 Senast uppdaterad: 2024-01-31Bibliografiskt granskad
Delacour, L. (2017). THE CONSTRUCTION OF THE MATHEMATICAL CHILD IN SWEDISH PRESCHOOL (ed.). In: (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference, vol 1: . Paper presented at Mathematics Education and Life of Time of Crisis : The 9th International Mathematics Education and Society Conference (MES9), Volos, Greece (7th - 12th April 2017) (pp. 237-241). International Mathematics Education and Society : MES
Öppna denna publikation i ny flik eller fönster >>THE CONSTRUCTION OF THE MATHEMATICAL CHILD IN SWEDISH PRESCHOOL
2017 (Engelska)Ingår i: Proceedings of the Ninth International Mathematics Education and Society Conference, vol 1, International Mathematics Education and Society : MES , 2017, s. 237-241Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Mathematics education in Swedish preschool can be considered as a discourse produced through educational public policies, classroom practice, curriculum, research, teacher’s education, and literatures. This different spheres interact with one another in the production of a “truth” according to Valero and Knijnik (2015). Using Foucault’s concept of governmentality, and Popkevitz concept of construction, I focus in this article on what kind of “truth” are produced when preschool teachers talk about mathematics. This article is a part of a doctoral thesis.

Ort, förlag, år, upplaga, sidor
International Mathematics Education and Society : MES, 2017
Nyckelord
discourses, mathematics, preschool
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-11176 (URN)23257 (Lokalt ID)978-960-9439-48-0 (ISBN)23257 (Arkivnummer)23257 (OAI)
Konferens
Mathematics Education and Life of Time of Crisis : The 9th International Mathematics Education and Society Conference (MES9), Volos, Greece (7th - 12th April 2017)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2023-03-13Bibliografiskt granskad
Delacour, L. (2016). Mathematics and didactic contract in Swedish preschools (ed.). European Early Childhood Education Research Journal, 24(2), 215-228
Öppna denna publikation i ny flik eller fönster >>Mathematics and didactic contract in Swedish preschools
2016 (Engelska)Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, nr 2, s. 215-228Artikel i tidskrift (Refereegranskat)
Abstract [en]

The purpose of this article is to study and analyse how a teacher implements an outdoor realistic problem situation for children aged 4–5 in a Swedish preschool. By an ‘outdoor realistic problem situation’, I mean a situation initiated by a teacher in which children come into contact with mathematical concepts and in which the outside environment is used to encourage learning. The analysis and interpretation of the data has been influenced by the didactical situation theory and didactic contract is a key concept. The term didactic contract is seen as a metaphor, consequently a broader definition of the didactic contract is used to illustrate how the implicit and the explicit rules of a didactic contract affect the communication of mathematics between a preschool teacher and a children’s group.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2016
Nyckelord
preschool, preschool teacher, mathematics, didactic contract, outdoor
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-2769 (URN)10.1080/1350293X.2016.1143257 (DOI)000373281700005 ()2-s2.0-84958758775 (Scopus ID)20260 (Lokalt ID)20260 (Arkivnummer)20260 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Delacour, L. (2016). Teachers’ Interpretation of Mathematics Goals in Swedish Preschools (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 Year: Results from the POEM2 Conference, 2014;5 (pp. 397-417). : Springer
Öppna denna publikation i ny flik eller fönster >>Teachers’ Interpretation of Mathematics Goals in Swedish Preschools
2016 (Engelska)Ingår i: Mathematics Education in the Early Year: Results from the POEM2 Conference, 2014;5 / [ed] Tamsin Meaney, Ola Helenius, Maria L Johansson, Troels Lange, Anna Wernberg, Springer, 2016, s. 397-417Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

The purpose of this chapter is to investigate how two preschool teachers interpret mathematics goals in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers’ interpretation and implementation of the mathematics goals, the consequences in the form of qualification, socialisation and subjectification will be discussed.

Ort, förlag, år, upplaga, sidor
Springer, 2016
Nyckelord
mathematics, teachers, Swedish preschool
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-10289 (URN)10.1007/978-3-319-23935-4_22 (DOI)20220 (Lokalt ID)978-3-319-23935-4 (ISBN)20220 (Arkivnummer)20220 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Delacour, L. (2015). How the role of the preschool teacher affects the communication of mathematics (ed.). In: (Ed.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education: . Paper presented at Congress of European Research in Mathematics Education (CERME), Prague, Czeck Republic (2015) (pp. 1905-1910). Charles University in Prague, Faculty of Education
Öppna denna publikation i ny flik eller fönster >>How the role of the preschool teacher affects the communication of mathematics
2015 (Engelska)Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education , 2015, s. 1905-1910Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The purpose of this article is to study and analyse how two te achers implement an outdoor situation for children aged 4-5 in a Swedish preschool. The analysis and interpretation of the data in this paper has been influenced by situation theory and by the use of the didactic contract as a key concept. The term didactic contract is seen as a metaphor; consequently, I use a broader definition of the didactic contract to illustrate how the role of the teacher aff ects the communication of mathematics with children. Most of the text in this paper is adapted from my thesis (Delacour, 2013) and articles (Delacour, 2014a, b).

Ort, förlag, år, upplaga, sidor
Charles University in Prague, Faculty of Education, 2015
Nyckelord
didactic contract, Kindergarten, mathematics
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-11926 (URN)000466853902097 ()19173 (Lokalt ID)978-80-7290-844-8 (ISBN)19173 (Arkivnummer)19173 (OAI)
Konferens
Congress of European Research in Mathematics Education (CERME), Prague, Czeck Republic (2015)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2024-02-09Bibliografiskt granskad
Delacour, L. (2014). A witch's different soups: mathematical problem solving, number concepts (ed.). In: Johnny W Lott, Carolyn J Lott (Ed.), Johnny W Lott, Carolyn J Lott (Ed.), Mathematics lessons learned from across the world: prekindergarten grade 8 (pp. 1-3). : National Council of Teachers of Mathematics
Öppna denna publikation i ny flik eller fönster >>A witch's different soups: mathematical problem solving, number concepts
2014 (Engelska)Ingår i: Mathematics lessons learned from across the world: prekindergarten grade 8 / [ed] Johnny W Lott, Carolyn J Lott, National Council of Teachers of Mathematics , 2014, s. 1-3Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
National Council of Teachers of Mathematics, 2014
Nyckelord
Matematik, förskola
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-10153 (URN)18806 (Lokalt ID)9780873537445 (ISBN)18806 (Arkivnummer)18806 (OAI)
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
Delacour, L. (2014). Teachers' interpretation of mathematics goals in Swedish preschools (ed.). Paper presented at A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction (POEM), Malmö (2014). Paper presented at A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction (POEM), Malmö (2014). : Malmö högskola
Öppna denna publikation i ny flik eller fönster >>Teachers' interpretation of mathematics goals in Swedish preschools
2014 (Engelska)Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

The purpose of this paper is to investigate how preschool teachers interpret the revised mathematics goals in the Swedish preschool curriculum. I analyze how some preschool teachers transform, clarify, and concretize those mathematical goals, with a focus on didactic questions related to content: What is preschool mathematics according to the teacher? How can mathematics be communicated? And why is mathematics communicated? I place the study within a curriculum didactic perspective. The key concept is Linde’s (2006) classification of teachers’ ways of approaching a subject. Most of the text is adapted from my thesis (Delacour, 2013).

Ort, förlag, år, upplaga, sidor
Malmö högskola, 2014
Nyckelord
curriculum, mathematics, preschool, preschool teacher
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:mau:diva-11710 (URN)19175 (Lokalt ID)19175 (Arkivnummer)19175 (OAI)
Konferens
A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction (POEM), Malmö (2014)
Tillgänglig från: 2020-02-29 Skapad: 2020-02-29 Senast uppdaterad: 2022-06-27Bibliografiskt granskad
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