![]() Rathé, S., Torbeyns, J., Hannula-Sormunen, M., & Verschaffel, L. Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430. Pruden, S., Levine, S., & Huttenlocher, J. Orchestrating and studying children’s and teachers’ learning: Reflections on developmental research approaches. International Journal of Early Childhood, 40(1), 65–79. Identifying and solving problems: Making sense of basic mathematics through storytelling in the preschool class. Nordic Studies in Mathematics Education, 21(4), 177–191. Different perspectives on possible-Desirable-Plausible mathematics learning in preschool. Ettåringars utforskande och problemlösande aktiviteter. How the embodied mind brings mathematics into being. ![]() ![]() Early Childhood Research Quarterly, 7, 263–276. Increasing interest and achievement in mathematics through Children’s literature. Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children’s literature. Implications for psychology, neuroscience and education. Dordrecht, The Netherlands: Springer.ĭowker, A. Pramling Samuelsson (Eds.), Educational encounters: Nordic studies in early childhood didactics (pp. Early mathematics in the preschool context. European Early Childhood Education Research Journal, 21(4), 502–513.ĭoverborg, E., & Pramling Samuelsson, I. Orchestrating a fairy tale through questioning and use of tools. Engaging with mathematics in the kindergarten. European Early Childhood Education Research Journal, 10(2), 5–18.Ĭarlsen, M. ![]() Children’s mathematical narratives as learning stories. Challenges of teaching mathematics within the frame of a story-A case study. European Early Childhood Education Research Journal, 26(4), 469–480. Teachers’ involvement in children’s mathematizing-Beyond dichotomization between play and teaching. Early Child Development and Care, 184(3), 469–485.ījörklund, C., Magnusson, M., & Palmér, H. Less is more-Mathematical manipulatives in ECE. International Journal of Early Years Education, 22(4), 380–394.ījörklund, C. Powerful teaching in preschool-A study of goal-oriented activities for conceptual learning. European Early Childhood Education Research Journal, 13(2), 5–23.ījörklund, C. Curriculum issues in national policy-making. Mathematics Teaching in the Middle School, 7(3), 140–142.īennett, J. Developing an area formula for a circle with “Goldilocks and the three bears”. Thus, the narrative of Goldilocks is not an easy story to base mathematics teaching on. A conclusion based on the content analysis and reinforced by the empirical examples is that unless a preschool teacher has an advanced understanding of the mathematical concepts in question, the story makes it difficult to frame children’s concept exploration in profitable ways. The analysis shows that the mathematical content in the story entails a complexity that may hinder the emergence of mathematical learning objects if the story is played out true to its original form. ![]() The story is analysed based on what mathematical content is brought to the fore (and thus what may be picked up as potential learning objects), and more specifically what challenges for learning the mathematical concepts the story entails. Two empirical examples are used to illustrate this complexity and to reinforce the focus of the chapter-a content analysis of the Goldilocks story. In this chapter, the children’s story “Goldilocks” is used as an example of the complexity in framing mathematics teaching with narratives. In preschool, narratives are often used in teaching, both to make the learning content interesting and appealing and to frame the content intended for the children to learn. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |