Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives : Results from the POEM5 Conference, 2022 / edited by Hanna Palmér, Camilla Björklund, Elin Reikerås, Jessica Elofsson.

Format:

Book

Author/Creator:

Palmér, Hanna.

Contributor:

Björklund, Camilla.

Reikerås, Elin.

Elofsson, Jessica.

Language:

English

Subjects (All):

Early childhood education.

Mathematics--Study and teaching.

Mathematics.

Teachers--Training of.

Teachers.

Educational technology.

Early Childhood Education.

Mathematics Education.

Teaching and Teacher Education.

Digital Education and Educational Technology.

Local Subjects:

Early Childhood Education.

Mathematics Education.

Teaching and Teacher Education.

Digital Education and Educational Technology.

Physical Description:

1 online resource (265 pages)

Edition:

1st ed. 2024.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2024.

Summary:

This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.

Contents:

Intro

Editorial

Play and Learning

Children's Perspectives on Mathematics

Teachers' Competencies

Theorizing Aspects of Early Mathematics Education

Closing the Fifth POEM Conference

Contents

The Development of Mathematical Thinking in Young Children's Play: The Role of Communicative Tools

On the History of Developmental Education: The Case of Mathematical Thinking

Productive Conditions

When and How Do We Start?

Discussion and Prospect

References

A Child Perspective and Children's Perspectives on Mathematics Learning in Early Childhood Education

Children's Education Worldwide

How Can a Child Perspective and Children's Perspectives Be of Use in Young Children's Learning?

Listening Is Central to Discussions About Democracy and Participation

To Follow Children's Interests and to Listen to Children for Their Learning

Negotiation as the Beginning of Both Learning in and About Democracy and Various Content Areas

Empirical Research Paves the Way to Education Based on Science?

How Is Play Related to Learning?

What Did We Learn From the Project?

Conclusions

Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics

Introduction

Pretend Play and Mathematics From an Historico-Cultural Perspective

Scaffolding During Pretend Play

Research Question

Data

Methodology and Analysis

Results

Guiding a Two-Level Intersubjectivity

Fostering the Development of an Imaginary Situation

Raising Awareness on (Potential) Challenges That Can be Resolved Using Mathematical Tools

Creating Meaning Between Symbolization in the Play and Symbolization in a Cultural Tool

Discussion

Supporting One-Year-Olds' Digital Locating: The Mediating Role of the Apps and the Teacher

Introduction.

Teaching in Digital Environments

Theoretical Framework

The Mathematical Activity of Locating

Artefact-Centric Activity Theory

Methodology

Informants and the App

Analysis

Findings and Discussion

Crocro's Friends Village

Toca Kitchen

My PlayHome

Conclusion

I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education

Digital Learning

Fundamental Ideas in Early Mathematics Education

Learning Supervision and Support in Early Mathematics Education

Methodolgy

Methods of Measurement and Analysis

Research Questions

App Use in Comparison of the Different Settings

The Development of Mathematical Competencies in Comparison of the Different Setting

On the Development of Thinking Processes

The Tension Between Division and Fair Share

Background

Methods

Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten

Theoretical Remarks

Early Mathematical Learning (Through Problem Solving) in Co-construction

Collective Problem Solving

Heuristic Strategies of (Collective) Problem Solving

Problem Solving in the Early Years

Peer Interactions in Early Mathematical Learning

Research Desiderata and Questions

Data and Methodology

Data Corpus - Block Play with Peers in Everyday Kindergarten Life

Basis of the Methods of Analysis

Methodological (Pre)considerations and Methods of Analysis

Analyses of Empirical Examples of Block Play Situations in Kindergarten

Analysis of the Ladder Example

Analysis of the Roof Example

Empirical Findings

Conclusion and Outlook

References.

Mathematical and Computational Thinking in Children's Problem Solving with Robots

The Intersection of Mathematics and Computational Thinking From Using Robots

Results and Discussion

Problem 1

Problem 2

Problem 3

Young Students' Choice of Representation When Solving a Problem-Solving Task on Combinatorics

The Combinatorics Task and Representations

Method

Selection of Preschool Classes

The Problem-Solving Lesson

Interviews and Analysis

The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers' Teaching of Mathematics

The Knowledge Quartet as an Analytical Framework

Methods and Context

Context

Analysis and Results

Foundation

Dialogue 1

Dialogue 2

Transformation

Dialogue 3

Connection

Dialogue 4

Contingency

ECE Teachers' Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics

Fostering Responsiveness in Early Mathematics Learning

Challenges in Early Mathematics Learning

Responsiveness as a Construct for Analyzing Adult-Child Interactions

Design Patterns of Mathematical Situations

Analysis of Two Mathematical Situations of Play and Exploration

Snail Shell - Mathematical Situation Called "Ropes 01"

Crosswalk - Mathematical Situation Called "Wooden Sticks 01"

Empirical Findings Concerning Responsiveness in Mathematical Children-Adult-Interactions Through the Use of Mathematical Design Patterns

Kindergarten Professionals' Perspectives on Observing Children's Mathematical Competencies.

Introduction

Theoretical and Empirical Background - Importance of Observing and Diagnosing Children's Competencies

Different Ways of Diagnosing - Generating and Recording Information About Children's Mathematical Competencies

Design of the Study

Diagnostic Possibilities in an In-Service Offer

Two-Part Evaluation

Play Responsive Assessment of Children's Mathematical Proficiencies in Norwegian Kindergarten

Theory

Responsiveness to Cultural and Personal Meanings

Children's Involvement and Freedom During Observation

Questions for Further Research

Toddlers' Mathematics and Language - Two Sides of the Same Coin?

Mathematics and Language

The Present Study

Mathematics in Actions and Gestures - A Young Learner's Diagrammatic Reasoning

Theoretical Background - Mathematical Learning as Diagrammatic Reasoning

Diagrammatic Reasoning with Gestures and Actions

Research Focus

Data Generation and Method of Data Analysis

Empirical Example - The Mathematical Exploration Situation

The Idea of Number Determination by Counting

The Idea of Number Determination by Comparing Length and Pattern Structures

The Real World of Toddler Mathematics

Mathematizing

The Play-Oriented Context of Swedish Preschools

The Study

"Real World" and Mathematizing in Preschool

Mathematics But Not Mathematizing

Mathematics in the Sense of Mathematizing

Mathematizing in Play

The Appearance of Playfulness in Swedish Preschool Class Mathematics Teaching

Making Sense and Making Meaning.

Play Orientation in Early Childhood Education

The Mathematical Content as the Primary Target

Exploring the Mathematical Content in a Relevant Context

Parallel Activities

Methodological Choices in Research on Early Mathematics Education: Elicitation of Parents' Views

Theoretical Perspective About Parents' Views

Data Collection Strategies

The Individual Context of the Online Survey

The Context of Interactions in the Photo-Elicited Group Interviews

Index.

ISBN:

9783031376634

3031376633

OCLC:

1409700185