id: 06325512
dt: a
an: 2014e.00291
au: Lange, Troels; Meaney, Tamsin; Riesbeck, Eva; Wernberg, Anna
ti: Mathematical teaching moments: between instruction and construction.
so: Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected
papers of the POEM 2012 conference, Frankfurt am Main, Germany,
February 27‒29, 2012. New York, NY: Springer (ISBN
978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 37-54 (2014).
py: 2014
pu: New York, NY: Springer
la: EN
cc: D31 D41 U61
ut: preschools; play; learning; teaching moments; children; scaffolding; intent
participation; assembly-line instruction; learning sources
ci:
li: doi:10.1007/978-1-4614-4678-1_4
ab: Summary: Internationally there is much discussion about what and how
mathematics should be integrated into preschool programmes. In Swedish
preschools, there is a strong tradition of valorising children’s
play. Using video data, we identify how one teacher in a Swedish
preschool recognises and builds on mathematical teaching moments that
arise from children’s play. We use these data to discuss how the
guided play context facilitates some teacher actions while constraining
others. Respectful listening and asking challenging questions seem to
stimulate the development of children’s mathematical curiosity.
However, the teacher is not able to insist that her suggestions for
activities are taken up by the children.
rv: