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Mathematical teaching moments: between instruction and construction. (English)
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).
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.
Classification: D31 D41 U61
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