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Didaktik attention: Preschool teachingfrom a didaktik and variation theory perspective using examples of mathematical aspects of programming
Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS). (ULF praktiknära foskning)ORCID iD: 0000-0002-7134-1916
2022 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 173-212Article in journal (Refereed) Published
Abstract [en]

This article is based on a study of an R&D programme with various theory-informed teaching arrangements. The aim of this study is to contribute knowledge about how teachers and children can create attention in relation to an example when teaching focuses on mathematical aspects and programming from a didaktik and variation theory perspective. The guiding question is: What can characterize attention-forming acts of teaching in preschool? The analysed material in this article consists of an example with just over ten minutes of audio-visual data – videos of teaching. An abductive analysis has been carried out.- Preschool teachers’ interactions with children while teaching is studied and analysed based on didaktik questions and with a didaktik triangle as the didaktik model and based on three representations of attention: sharing,creating and alternating attention and attention-forming acts. Concepts of variation theory is connected to the didaktik questions and didaktik triangle. Overall, the representations of sharing, creating and alternating attention and attention-forming acts of teaching- can be summarized in the concept of didaktik attention.

Place, publisher, year, edition, pages
Malmö universitet, 2022. no 2, p. 173-212
Keywords [en]
Attention, didactics, mathematics, preschool teaching, variation theory
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-54976DOI: 10.24834/educare.2022.5.6OAI: oai:DiVA.org:mau-54976DiVA, id: diva2:1696566
Available from: 2022-09-17 Created: 2022-09-17 Last updated: 2023-03-28Bibliographically approved

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Stensson, Catrin

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