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Children´s Play as a Starting Point for Teaching Mathematics in Preschool
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik. (Praxisnear research and Early Childhood Education (ECE))ORCID-id: 0000-0002-0776-3110
2014 (Engelska)Ingår i: POEM: Online Proceedings, 2014Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This presentation contributes to the knowledge about how children learn about and explore mathematics in their everyday activities. Children´s mathematical encounters in play activities give them experiences as a base for education. The understanding of children’s mathematical encounters in play and teachers’ teaching is presented as teachable and learnable moments in ‘here-and-now’ situations. The data used for this study consists of video recordings of young children’s play in four Swedish preschools. In the presentation I use two examples to illustrate and discuss how children’s play can be a starting point for teachers’ teaching.  The results display that a teacher’s questions in play can support children’s explorations if the teacher observes, recognizes the mathematical content and asks questions.

Ort, förlag, år, upplaga, sidor
2014.
Nyckelord [en]
play, mathematics, ‘here-and-now’ situations, teachable and learnable moments
Nationell ämneskategori
Matematik Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-17632OAI: oai:DiVA.org:hig-17632DiVA, id: diva2:751893
Konferens
A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction (POEM, Research symposium, 16-17 June 2014, Malmö, Sweden
Tillgänglig från: 2014-10-02 Skapad: 2014-10-02 Senast uppdaterad: 2018-04-25Bibliografiskt granskad

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