Teachers’ involvement in children’s mathematizing – beyond dichotomization between play and teaching
Open Access
- 21 June 2018
- journal article
- research article
- Published by Taylor & Francis in European Early Childhood Education Research Journal
- Vol. 26 (4), 469-480
- https://doi.org/10.1080/1350293x.2018.1487162
Abstract
The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children’s learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children’s learning opportunities.Keywords
Funding Information
- Swedish Institute for Educational Research
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