Stories Neglected About Children's Mathematics Learning in PlayShow others and affiliations
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. 93-108Chapter in book (Other academic)
Abstract [en]
In this paper we describe stories of mathematics learning in play that are often neglected in this era of schoolification and discussions of what counts as learning in early childhood. Drawing on theories of early childhood teaching and learning that emphasize the importance of teachers' (a) content knowledge, pedagogical content knowledge, and knowledge of children's development, (b) action competencies, and (c) attitudes and beliefs, we explore three stories of child-teacher interaction in play. We found that, despite different political and public perceptions of what counts as learning in three countries, preschool teachers evidenced competencies in similar ways - each illustrating s neglected story of children's mathematical learning.
Place, publisher, year, edition, pages
Springer, 2018. p. 93-108
Series
Anna Wernberg, ISSN 1869-4918
Keywords [en]
Mathematics learning, Play, Early childhood, Kindergarten, Preschool, Schoolification, Global neglected stories, Narratives, Counternarratives, Narrative repair
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:mau:diva-9792DOI: 10.1007/978-3-319-78220-1_5Local ID: 28194ISBN: 978-3-319-78219-5 (print)ISBN: 978-3-319-78220-1 (electronic)OAI: oai:DiVA.org:mau-9792DiVA, id: diva2:1406824
2020-02-282020-02-282020-06-02Bibliographically approved