Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Different learning possibilities in preschool mathematics from the same task
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
University of Gothenburg, Sweden.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper one specific task in a series of tasks focusing on part-part-whole relations of the ten first natural numbers and finger patterns for structure number relations, is presented and discussed. The tasks were designed, planned and enacted in an intervention program conducted in Swedish preschool during an eight-month period. In the program nine preschool teachers worked in close collaboration with the research team in planning how to enact tasks with their 5-year-old children, in an iterative process. The specific task, called the ‘snake game’, consists of five or ten beads on a string, some of the beads where to be hidden and the children would find out the hidden part by using structured finger patterns. The task was designed in accordance with the variation theory assumptions that certain aspects need to be discerned as dimensions of variations. The aim of the paper is to examine which dimensions of variations that were opened up by the teachers and what was made possible for the children to learn from the enactment of the ‘snake game task’. The data set includes 67 video observations from the teacher’s enactment of the task. The results suggest that what seems to be a ‘non-complex task’ (five/ ten beads on a string) offers rich mathematical experiences and has potential to bring fore important aspects of numbers and number relations. However, depending on which dimensions of variations that were opened up reveals different learning possibilities.

Place, publisher, year, edition, pages
2018.
National Category
Educational Sciences Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-42081OAI: oai:DiVA.org:hj-42081DiVA, id: diva2:1264352
Conference
European Association for Research on Learning and Instruction (EARLI), SIG 9 Conference 2018, 16-18 September, 2018, Birmingham, UK
Available from: 2018-11-20 Created: 2018-11-20 Last updated: 2019-02-21Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Ekdahl, Anna-Lena

Search in DiVA

By author/editor
Ekdahl, Anna-Lena
By organisation
Mathematics Education Research
Educational SciencesMathematics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 108 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf