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Explicating professional modes of action for teaching preschool mathematics

Artikel i vetenskaplig tidskrift
Författare Ola Helenius
Publicerad i Research in Mathematics Education
Volym 20
Nummer/häfte 2
Sidor 183-199
ISSN 1479-4802
Publiceringsår 2018
Publicerad vid Nationellt Centrum för matematikutbildning, NCM
Sidor 183-199
Språk en
Länkar dx.doi.org/10.1080/14794802.2018.14...
Ämnesord Preschool education, preschool teachers, mathematics instruction, education, sweden, work, play, Education & Educational Research
Ämneskategorier Matematik, Utbildningsvetenskap

Sammanfattning

Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein's concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice built on these principles could both honour well-developed play-based preschool practices and provide a structure for teaching preschool mathematics in which using traditional child-teacher interaction is only one of many options.

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