How Can a Father Be Supportive for the Mathematics Learning Process of a Child? – The Relationship Between Scaffolding and the Interactional Niche in the Development of Mathematical Learning in the Familial Context

Bayraktar, Ergi Acar

doi:10.1007/978-3-319-78220-1_13

Cited by 2 publications

(4 citation statements)

References 21 publications

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“…Rather, mathematical learning and mathematical socialization already take place in the family (cf. Acar Bayraktar, 2018;Civil et al, 2005;Tiedemann & Brandt, 2010) and in kindergarten before entry into primary school. In this context, Acar Bayraktar (2018) shows that, in addition to parents and elementary educational professionals' siblings and peers who interact in the role of the "more competent other" (Chaiklin, 2003, p. 41) are also of great importance for this initial learning.…”

Section: Theoretical Framework Early Mathematical Learning In Interac...mentioning

confidence: 99%

“…Acar Bayraktar, 2018;Civil et al, 2005;Tiedemann & Brandt, 2010) and in kindergarten before entry into primary school. In this context, Acar Bayraktar (2018) shows that, in addition to parents and elementary educational professionals' siblings and peers who interact in the role of the "more competent other" (Chaiklin, 2003, p. 41) are also of great importance for this initial learning. Children "grasp" first mathematical meaning in their everyday lives, both in the home environment and at day care, and therefore already begin approaching the process of mathematising in these early childhood settings.…”

Section: Theoretical Framework Early Mathematical Learning In Interac...mentioning

confidence: 99%

“…In many publications from the field of early (mathematical) learning, these more competent others are primarily considered to be guardians, parents, and elementary education professionals (cf. Acar Bayraktar, 2018;Vogler, 2020Vogler, , 2021Cooke & Bruns, 2018;Tiedemann & Brandt, 2010).…”

Section: (Co-)construction Of "New Meaning" Through Argumentatively S...mentioning

confidence: 99%

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Peer interactions and their role in early mathematical learning in kindergarten discourses

Vogler

Henschen²,

Teschner³

2022

INT ELECT J MATH ED

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Since the 2000s, early co-constructive mathematical learning in kindergarten has focused on political discussions and (mathematical-didactic) research. This is because kindergarten is the first place for subject-specific learning, next to socialization in the family. Research on this first institutional learning in the kindergarten often focuses on the interaction between children and elementary school teachers, which is presented as a key variable for these learning processes. However, it is peer interaction that takes up a large part of the day in kindergarten. In these interactions, children negotiate a variety of issues that are relevant to them. The following contribution will present research that focuses on these peer interactions in the context of block play situations. There is a general analysis using methods of (qualitative) thematic analysis as well as a detailed analysis using methods of interpretative classroom research. These analyses will help answer the question as to what role these peer interactions play in early mathematical learning processes and to what extent conditions can emerge in such interactions that enable mathematical learning in the sense of Miller (1987).

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Section: Theoretical Framework Early Mathematical Learning In Interac...mentioning

confidence: 99%

Section: Theoretical Framework Early Mathematical Learning In Interac...mentioning

confidence: 99%

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Peer interactions and their role in early mathematical learning in kindergarten discourses

Vogler

Henschen²,

Teschner³

2022

INT ELECT J MATH ED

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“…While children are building, rebuilding, balancing, linking, rotating, sorting, orienting and knocking down any structure, they experience problem solving, logical thinking, cooperating and utilizing many different strategies with their peers reliably and authentically (Lindeman & Anderson, 2015;Christenson & James, 2015;National Council for Curriculum and Assessment, 2014;Tunks, 2009;Child Action, n.d.;Ministry of Education, 2005). They experience taking turns, sharing and respecting the rights of others, have knowledge of various roles and skills, and learn to cooperate and play together, while exploring, matching and classifying the sizes, shapes, distances and proportions in block play (Bullock, 1992;Bayraktar, 2014b). Namely, in addition to physical activity, they become engaged in another's world and thinking while shaping up their own thinking (Battista, 1998).…”

Section: Block Playmentioning

confidence: 99%

Interactional niche in the development of geometrical and spatial thinking in the familial context

Bayraktar¹

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In the analysis of mathematics education in early childhood it is necessary to consider the familial context, which has a significant influence on development in early childhood. Many reputable international research studies emphasize that the more children experience mathematical situations in their families, the more different emerging forms of participation occur for the children that enable them to learn mathematics in the early years. In this sense mathematical activities in the familial context are cornerstones of children’s mathematical development, which is also affected by the ethnic, cultural, educational and linguistic features of their families. Germany has a population of approximately 82 million, about 7.2 million of whom are immigrants (Statisches Bundesamt 2009, pp.28-32). Children in immigrant families grow up with multiculturalism and multilingualism, therefore these children are categorized as a risk group in Germany. “Early Steps in Mathematics Learning – Family Study” (erStMaL-FaSt) is the one of the first familial studies in Germany to deal with the impact of familial socialization on mathematics learning. The study enables us to observe children from different ethnic groups with their family members in different mathematical play situations. The family study (erStMaL-FaSt) is empirically performed within the framework of the erStMaL (Early Steps in Mathematics Learning) project, which relates to the investigation of longitudinal mathematical cognitive development in preschool and early primary-school ages from a socio-constructivist perspective. This study uses two selected mathematical domains, Geometry and Measurement, and four play situations within these two mathematical domains. My PhD study is situated in erStMaL-FaSt. Therefore, in the beginning of this first chapter, I briefly touch upon IDeA Centre and the erStMaL project and then elaborate on erStMaL-FaSt. As parts of my research concepts, I specify two themes of erStMaL-FaSt: family and play. Thereafter I elaborate upon my research interest. The aim of my study is the research and development of theoretical insights in the functioning of familial interactions for the formation of geometrical (spatial) thinking and learning of children of Turkish ethnic background. Therefore, still in Chapter 1, I present some background on the Turkish people who live in Germany and the spatial development of the children. This study is designed as a longitudinal study and constructed from interactionist and socio-constructivist perspectives. From a socio-constructivist perspective the cognitive development of an individual is constitutively bound to the participation of this individual in a variety of social interactions. In this regard the presence of each family member provides the child with some “learning opportunities” that are embedded in the interactive process of negotiation of meaning about mathematical play. During the interaction of such various mathematical learning situations, there occur different emerging forms of participation and support. For the purpose of analysing the spatial development of a child in interaction processes in play situations with family members, various statuses of participation are constructed and theoretically described in terms of the concept of the “interactional niche in the development of mathematical thinking in the familial context” (NMT-Family) (Acar & Krummheuer, 2011), which is adapted to the special needs of familial interaction processes. The concept of the “interactional niche in the development of mathematical thinking” (NMT) consists of the “learning offerings” provided by a group or society, which are specific to their culture and are categorized as aspects of “allocation”, and of the situationally emerging performance occurring in the process of meaning negotiation, both of which are subsumed under the aspect of the “situation”, and of the individual contribution of the particular child, which constitutes the aspect of “child’s contribution” (Krummheuer 2011a, 2011b, 2012, 2014; Krummheuer & Schütte 2014). Thereby NMT-Family is constructed as a subconcept of NMT, which offers the advantage of closer analyses and comparisons between familial mathematical learning occasions in early childhood and primary school ages. Within the scope of NMT-Family, a “mathematics learning support system” (MLSS) is an interactional system which may emerge between the child and the family members in the course of the interaction process of concrete situations in play (Krummheuer & Acar Bayraktar, 2011). All these topics are addressed in Chapter 2 as theoretical approaches and in Chapter 3 as the research method of this study. In Chapter 4 the data collection and analysis is clarified in respect of these approaches...

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How Can a Father Be Supportive for the Mathematics Learning Process of a Child? – The Relationship Between Scaffolding and the Interactional Niche in the Development of Mathematical Learning in the Familial Context

Cited by 2 publications

References 21 publications

Peer interactions and their role in early mathematical learning in kindergarten discourses

Peer interactions and their role in early mathematical learning in kindergarten discourses

Interactional niche in the development of geometrical and spatial thinking in the familial context

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