Teaching Mathematics As to Be Meaningful - Foregrounding Play and Children's Perspectives : : Results from the POEM5 Conference 2022.

Teaching Mathematics As to Be Meaningful - Foregrounding Play and Children's Perspectives : : Results from the POEM5 Conference 2022.

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Bibliographic Details
:
Palmér, Hanna.
TeilnehmendeR:
Björklund, Camilla.
Reikerås, Elin.
Elofsson, Jessica.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2023.
{copy}2024.
Year of Publication:2023
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (265 pages)
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Table of Contents:
  • Intro
  • Editorial
  • Play and Learning
  • Children's Perspectives on Mathematics
  • Teachers' Competencies
  • Theorizing Aspects of Early Mathematics Education
  • Closing the Fifth POEM Conference
  • Contents
  • The Development of Mathematical Thinking in Young Children's Play: The Role of Communicative Tools
  • On the History of Developmental Education: The Case of Mathematical Thinking
  • Productive Conditions
  • When and How Do We Start?
  • Discussion and Prospect
  • References
  • A Child Perspective and Children's Perspectives on Mathematics Learning in Early Childhood Education
  • Children's Education Worldwide
  • How Can a Child Perspective and Children's Perspectives Be of Use in Young Children's Learning?
  • Listening Is Central to Discussions About Democracy and Participation
  • To Follow Children's Interests and to Listen to Children for Their Learning
  • Negotiation as the Beginning of Both Learning in and About Democracy and Various Content Areas
  • Empirical Research Paves the Way to Education Based on Science?
  • How Is Play Related to Learning?
  • What Did We Learn From the Project?
  • Conclusions
  • References
  • Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics
  • Introduction
  • Pretend Play and Mathematics From an Historico-Cultural Perspective
  • Scaffolding During Pretend Play
  • Research Question
  • Data
  • Methodology and Analysis
  • Results
  • Guiding a Two-Level Intersubjectivity
  • Fostering the Development of an Imaginary Situation
  • Raising Awareness on (Potential) Challenges That Can be Resolved Using Mathematical Tools
  • Creating Meaning Between Symbolization in the Play and Symbolization in a Cultural Tool
  • Discussion
  • References
  • Supporting One-Year-Olds' Digital Locating: The Mediating Role of the Apps and the Teacher
  • Introduction.
  • Teaching in Digital Environments
  • Theoretical Framework
  • The Mathematical Activity of Locating
  • Artefact-Centric Activity Theory
  • Methodology
  • Informants and the App
  • Analysis
  • Findings and Discussion
  • Crocro's Friends Village
  • Toca Kitchen
  • My PlayHome
  • Conclusion
  • References
  • I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education
  • Introduction
  • Theoretical Framework
  • Digital Learning
  • Fundamental Ideas in Early Mathematics Education
  • Learning Supervision and Support in Early Mathematics Education
  • Methodolgy
  • Methods of Measurement and Analysis
  • Research Questions
  • Results
  • App Use in Comparison of the Different Settings
  • The Development of Mathematical Competencies in Comparison of the Different Setting
  • On the Development of Thinking Processes
  • Discussion
  • References
  • The Tension Between Division and Fair Share
  • Introduction
  • Background
  • Methods
  • Results
  • Discussion
  • References
  • Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten
  • Introduction
  • Theoretical Remarks
  • Early Mathematical Learning (Through Problem Solving) in Co-construction
  • Collective Problem Solving
  • Heuristic Strategies of (Collective) Problem Solving
  • Problem Solving in the Early Years
  • Peer Interactions in Early Mathematical Learning
  • Research Desiderata and Questions
  • Data and Methodology
  • Data Corpus - Block Play with Peers in Everyday Kindergarten Life
  • Basis of the Methods of Analysis
  • Methodological (Pre)considerations and Methods of Analysis
  • Analyses of Empirical Examples of Block Play Situations in Kindergarten
  • Analysis of the Ladder Example
  • Analysis of the Roof Example
  • Empirical Findings
  • Conclusion and Outlook
  • References.
  • Mathematical and Computational Thinking in Children's Problem Solving with Robots
  • Introduction
  • The Intersection of Mathematics and Computational Thinking From Using Robots
  • Methodology
  • Results and Discussion
  • Problem 1
  • Problem 2
  • Problem 3
  • Conclusion
  • References
  • Young Students' Choice of Representation When Solving a Problem-Solving Task on Combinatorics
  • Introduction
  • The Combinatorics Task and Representations
  • Method
  • Selection of Preschool Classes
  • The Problem-Solving Lesson
  • Interviews and Analysis
  • Results
  • Discussion
  • References
  • The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers' Teaching of Mathematics
  • Introduction
  • The Knowledge Quartet as an Analytical Framework
  • Methods and Context
  • Context
  • Analysis and Results
  • Foundation
  • Dialogue 1
  • Dialogue 2
  • Transformation
  • Dialogue 3
  • Connection
  • Dialogue 4
  • Contingency
  • Discussion
  • References
  • ECE Teachers' Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics
  • Introduction
  • Method
  • Results
  • Discussion
  • References
  • Fostering Responsiveness in Early Mathematics Learning
  • Challenges in Early Mathematics Learning
  • Responsiveness as a Construct for Analyzing Adult-Child Interactions
  • Design Patterns of Mathematical Situations
  • Data and Methodology
  • Analysis of Two Mathematical Situations of Play and Exploration
  • Snail Shell - Mathematical Situation Called "Ropes 01"
  • Crosswalk - Mathematical Situation Called "Wooden Sticks 01"
  • Empirical Findings Concerning Responsiveness in Mathematical Children-Adult-Interactions Through the Use of Mathematical Design Patterns
  • Conclusion and Outlook
  • References
  • Kindergarten Professionals' Perspectives on Observing Children's Mathematical Competencies.
  • Introduction
  • Theoretical and Empirical Background - Importance of Observing and Diagnosing Children's Competencies
  • Different Ways of Diagnosing - Generating and Recording Information About Children's Mathematical Competencies
  • Design of the Study
  • Diagnostic Possibilities in an In-Service Offer
  • Two-Part Evaluation
  • Results
  • Discussion
  • References
  • Play Responsive Assessment of Children's Mathematical Proficiencies in Norwegian Kindergarten
  • Introduction
  • Theory
  • Method
  • Results
  • Responsiveness to Cultural and Personal Meanings
  • Children's Involvement and Freedom During Observation
  • Discussion
  • Questions for Further Research
  • References
  • Toddlers' Mathematics and Language - Two Sides of the Same Coin?
  • Introduction
  • Mathematics and Language
  • The Present Study
  • Method
  • Results
  • Discussion
  • References
  • Mathematics in Actions and Gestures - A Young Learner's Diagrammatic Reasoning
  • Introduction
  • Theoretical Background - Mathematical Learning as Diagrammatic Reasoning
  • Diagrammatic Reasoning with Gestures and Actions
  • Research Focus
  • Methodology
  • Data Generation and Method of Data Analysis
  • Empirical Example - The Mathematical Exploration Situation
  • The Idea of Number Determination by Counting
  • The Idea of Number Determination by Comparing Length and Pattern Structures
  • Conclusion
  • References
  • The Real World of Toddler Mathematics
  • Introduction
  • Mathematizing
  • The Play-Oriented Context of Swedish Preschools
  • The Study
  • "Real World" and Mathematizing in Preschool
  • Mathematics But Not Mathematizing
  • Mathematics in the Sense of Mathematizing
  • Mathematizing in Play
  • Discussion
  • References
  • The Appearance of Playfulness in Swedish Preschool Class Mathematics Teaching
  • Introduction
  • Making Sense and Making Meaning.
  • Play Orientation in Early Childhood Education
  • The Study
  • Results
  • The Mathematical Content as the Primary Target
  • Exploring the Mathematical Content in a Relevant Context
  • Parallel Activities
  • Discussion
  • References
  • Methodological Choices in Research on Early Mathematics Education: Elicitation of Parents' Views
  • Introduction
  • Theoretical Perspective About Parents' Views
  • Data Collection Strategies
  • Results and Discussion
  • The Individual Context of the Online Survey
  • The Context of Interactions in the Photo-Elicited Group Interviews
  • Conclusion
  • References
  • Index.

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