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Differences in pre-school teachers' ways of handling a part-part-whole activity
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The data in this paper draws from an eight-month intervention study based on the idea that children need to discern the first ten natural numbers as relations of parts and whole to develop their arithmetic skills. In order to implement educational activities according to this conjecture, a group of Swedish preschool teachers worked closely with a research team, planning, enacting and analyzing activities. In this paper I describe how nine pre-school teachers, across 67 video-recorded films, handled one of these activities, called the ‘snake game’ with their groups of 5-year-old children. Using analysis based on variation theory, the results point to differences in the enactment of the ‘snakegame’ in terms of if and how the teachers foregrounded the structural aspects of numbers embedded in the activity.

Place, publisher, year, edition, pages
2018.
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-42218OAI: oai:DiVA.org:hj-42218DiVA, id: diva2:1268559
Conference
Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved

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Ekdahl, Anna-Lena

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