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Stories Neglected About Children's Mathematics Learning in Play
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2018 (Engelska)Ingår i: 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, s. 93-108Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Springer, 2018. s. 93-108
Serie
Anna Wernberg, ISSN 1869-4918
Nyckelord [en]
Mathematics learning, Play, Early childhood, Kindergarten, Preschool, Schoolification, Global neglected stories, Narratives, Counternarratives, Narrative repair
Nationell ämneskategori
Naturvetenskap
Identifikatorer
URN: urn:nbn:se:mau:diva-9792DOI: 10.1007/978-3-319-78220-1_5Lokalt ID: 28194ISBN: 978-3-319-78219-5 (tryckt)ISBN: 978-3-319-78220-1 (digital)OAI: oai:DiVA.org:mau-9792DiVA, id: diva2:1406824
Tillgänglig från: 2020-02-28 Skapad: 2020-02-28 Senast uppdaterad: 2020-06-02Bibliografiskt granskad

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Wernberg, Anna

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Wernberg, Anna
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Institutionen för naturvetenskap, matematik och samhälle (NMS)
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Totalt: 79 träffar
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