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Preschoolers exercising mathematical competencies
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID-id: 0000-0003-4984-6376
2018 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 23, nr 1, s. 5-27Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The mathematical ideas that emerge in children’s free and guided play can be both complex and sophisticated, and if they are linked to formal mathematics, they can be a powerful basis for mathematical development. To form such links, one needs knowledge of how children use and express these ideas. This is especially true in the intersection of arithmetic and geometry, where the intermingling of numerical and spatial concepts and skills is not yet fully understood. This study aims to gain understanding of children’s mathematical practices by describing the interplay of key mathematical ideas, and more specifically how young children exercise mathematical competencies in the intersection of early arithmetic and geometryThe results show that children can use spatial representations when reasoning about numbers, and that they are able to connect spatial and numerical structures. Furthermore, it is shown that children not only use and invent effective procedures, but also are able to explain, justify and evaluate such procedures.

sted, utgiver, år, opplag, sider
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2018. Vol. 23, nr 1, s. 5-27
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URN: urn:nbn:se:hh:diva-36554OAI: oai:DiVA.org:hh-36554DiVA, id: diva2:1194599
Tilgjengelig fra: 2018-04-03 Laget: 2018-04-03 Sist oppdatert: 2018-04-19bibliografisk kontrollert

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