Kindergarten Teachers’ Stories About Young Children’s Problem Posing and Problem Solving

Fosse, Trude; Lange, Troels; Meaney, Tamsin

doi:10.1007/978-3-030-34776-5_21

Cited by 4 publications

(9 citation statements)

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“…Previous research has also shown that kindergarten teachers tended to focus on numbers (Johansson, 2015) and so it could be a cultural expectation that young children should be taught to count in early childhood institutions. Although the KPTs were asked to reflect on the relationship between the apps and play, the KPTs did not mention problem-solving or playing, even though Bishop's (1988) mathematical activity of playing has been linked to problem-solving (Fosse et al, 2020). Similarly, the KPTs could have made connections to locating in Bimi Boo, for example when they placed things inside the basket or items of clothing on the characters in the app.…”

Section: Objectmentioning

confidence: 99%

How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?

Vee

2023

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In this article, evaluations of apps from kindergarten preservice teachers were analysed in relationship to their understandings about children’s cultural formation. The Artifact-Centric Activity theory, a theoretical model based on Cultural-Historical Activity theory, was used in this study to identify how kindergarten preservice teachers considered that the digital games could engage children in mathematics. This analysis gave insights into what the kindergarten preservice teachers considered to be appropriate mathematics for young children and how they should learn it, which can be contributors to children’s cultural formation. The results of this study give insights into how teacher education could be changed so that kindergarten preservice teachers could include other aspects in evaluating apps, such as connections to play and creativity, in alignment with the requirements of the Framework Plan. Making the kindergarten preservice teachers aware of the need for the inclusion of such foci is likely to affect kindergarten children’s potential cultural formation.

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Section: Objectmentioning

confidence: 99%

How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?

Vee

2023

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“…De første dataene kommer fra videoobservasjoner av barnehagebarn som spilte en app. Det andre datamaterialet er fra andreklassingers arbeid med regnefortellinger i skolen (Fosse, 2019;Fosse & Meaney, 2020). En regnefortelling er en historie som involverer en situasjon med kvantifisert informasjon, et spørsmål om hvor mange eller hvor mye, samt et svar.…”

Section: Hvordan Kan Det å Stille Og å Løse Problemer Gi Barn Mulighe...unclassified

“…For å identifisere elementer av lek i matematiske situasjoner brukte vi den lokale teorien vi hadde utviklet fra barnehagelaereres fortellinger om bilder, som de hadde tatt av matematiske situasjoner i barnehager (Fosse et al, 2020a(Fosse et al, , 2020b. I fortellingene var det tydelig at barnehagelaererne anså barns stilling og løsning av problemer som en viktig del av leken deres.…”

Section: Teoretisk Rammeverkunclassified

“…I matematikk er lek ofte knyttet til problemstilling og problemløsning (Fosse et al, 2020a(Fosse et al, , 2020bHelenius et al, 2016) der lekende barn ses som utprøvende (Fauskanger, 1996). Også Vi har derfor utdypet dette aspektet i modellen til å inkludere disse overveielsene.…”

Section: Problemstilling -å Stille Rutine-eller Ikke-rutineproblemerunclassified

“…Disse vises i tabell 1 med vår oversettelse av de engelske ordene. For å overveie hvordan det å stille og å løse problemer kan knyttes til disse elementene av lek, tar vi utgangspunkt i et rammeverk som er utviklet i tidligere forskning om barnehagelaereres fortellinger om muligheter for matematikklaering (Fosse et al, 2020a). Rammeverket, som presenteres i neste del, er utviklet i og til bruk for en bestemt forskningskontekst og kan betraktes som en «lokal teori» ifølge Choppins definisjon (2011, s. 78): «Local theories are pragmatic, situated, and empirical, reflecting their instrumental emphasis.» En lokal teori kan ikke nødvendigvis brukes utenfor den forskningskonteksten som den er utviklet i. Vi tror imidlertid at rammeverket kan utvides, slik at det kan brukes til å vurdere om situasjoner i skolen har trekk som er felles med lekesituasjonene i barnehagen, som rammeverket sprang ut fra.…”

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Lek med problemer

Fosse

Lange

Meaney

2023

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Med gjeninnføring av lek i skolens læreplan er det behov for å vurdere hvordan lek har vært knyttet til matematikk i barnehagen. Vi bruker en modell som kobler sammen barns lek med det å stille og å løse problemer, til å analysere barnehagebarns engasjement med digitale apper og til andreklassingers skriving av regnefortellinger. Analysen viser hvordan lek kan oppstå når barna stiller problemer, og når de prøver ut ulike løsningsstrategier. Vi anser at resultatet av forskningen kan gi innsikt til matematikklærere i de første skoleårene om lekens potensial i arbeid med problemstilling og problemløsning. English abstract Play with problems With the reintroduction of play in the school’s curriculum, there is a need to assess how play has been linked to mathematics in kindergarten. We use a model that connects children’s play with posing and solving problems to analyse kindergarten children’s involvement with digital apps and 2nd grade students’ writing of regnefortellinger or number stories. The analysis shows how play can occur when the children pose problems and when they try out different solution strategies. We believe that the results of the research can provide insight to mathematics teachers in the first years of school about the potential for play in problem posing and problem solving.

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Mathematical and Computational Thinking in Children’s Problem Solving with Robots

Meaney,

Severina,

Gustavsen

et al. 2023

Teaching Mathematics as to Be Meaningful – Foregrounding Play and Children’s Perspectives

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Programmable robots are now found in many early childhood centres. However, little research has considered how young children’s problem solving may link computational thinking to mathematical understandings. While most research about robots in kindergarten is from intervention studies to improve children’s computational thinking, in this study we observed two children solving tasks with a robot in a naturalistic setting. We identified when the children had a problem that they could not immediately solve, by looking for signs of uncertainty, for example by putting their hand to their mouth, stopping and/or looking up at the teacher. By analysing the children’s problem solving of those problems, alongside a teacher, we were able to identify how aspects of computational thinking were connected to mathematical understanding. In particular, number understandings, such as the difference between ordinal and cardinal counting and early addition, seemed important for solving problems related to sequencing, decomposition and debugging. The children’s developing understanding about counting may have contributed to the children’s uncertainty about programming the robot.

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Kindergarten Teachers’ Stories About Young Children’s Problem Posing and Problem Solving

Cited by 4 publications

References 20 publications

How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?

How do beginning preservice kindergarten teachers’ evaluations of mathematical apps provide insights into their understandings about bildung (danning) for young children?

Lek med problemer

Mathematical and Computational Thinking in Children’s Problem Solving with Robots

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