Malmö University Publications
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  • 1.
    Delacour, Laurence
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background2020In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, no 36Article in journal (Refereed)
    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.

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  • 2.
    Delacour, Laurence
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Mathematics in Swedish Multilingual Preschool: Human and Nonhuman Actors and the Devolution Process2022In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, Vol. 39Article in journal (Refereed)
    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.

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  • 3.
    Delacour, Laurence
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Chronaki, Anna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    The Fabrication of Early Childhood Mathematics and the desired child in Sweden2020In: Philosophy of Mathematics Education Journal, ISSN 1465-2978, no 35Article in journal (Refereed)
    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”.

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Language
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