Stories Neglected About Children's Mathematics Learning in Play

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Stories Neglected About Children's Mathematics Learning in Play

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Publication BookChapter
Title Stories Neglected About Children's Mathematics Learning in Play
Author Fosse, Trude ; Johansson, Maria L ; Lossius, Magni Hope ; Wager, Anita ; Wernberg, Anna
Editor Benz, Christiane ; Steinweg, Anna S ; Gasteiger, Hedwig ; Schöner, Priska ; Vollmuth, Helene ; Zöllner, Johanna
Date 2018
English abstract
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.
DOI https://doi.org/10.1007/978-3-319-78220-1_5 (link to publisher's fulltext.)
Publisher Springer
Host/Issue Mathematics Education in the Early Years. Results from the POEM3 Conference, 2016
Series/Issue Anna Wernberg;
ISSN 1869-4918
ISBN 978-2-319-78219-5
978-2-319-78220-1
Language eng (iso)
Subject Mathematics learning
Play
Early childhood
Kindergarten
Preschool
Schoolification
Global neglected stories
Narratives
Counternarratives
Narrative repair
Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/28194 Permalink to this page
Buy print http://www.bokfynd.nu/...978-2-319-78219-5 (Search for reseller)
Link to publication in DiVA Find this research publication in DiVA.
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