Mathematics as the Trojan horse in Norwegian early childhood policy?

Fosse, Trude; Lange, Troels; Lossius, Magni Hope; Meaney, Tamsin

doi:10.1080/14794802.2018.1473162

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…To contribute to the lack of research in the field of young children's spontaneous abstracting in mathematics, this study aims to analyses teachers' discernment of children's mathematical knowledge during spontaneous preschool play activities and define how children's pre-knowledge supports or limits their learning possibilities. Fosse et al (2018) showed that mathematics in preschool is more linked to teaching and learning than it is in the play itself. Therefore, self-documented mathematics activities became important since it is the preschool teachers who have observed and selected the spontaneous mathematical learning opportunities for children's exploration of mathematics in preschool.…”

Section: Discussionmentioning

confidence: 99%

“…There is a tension between preparing children for school by focusing on the mathematics they need to learn and by using children's play and their own interests to support their mathematical curiosity (Fosse et al, 2018). There is also a tension between arguments for the necessary of subject matter knowledge in mathematics teacher education (Skott et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Discerning preschool teacher’s experiences to enhance children’s participation in mathematical play activities

Svensson

2022

SN Soc Sci

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This study analyses teachers’ discernment of children’s mathematical knowledge development during preschool play activities and defines how children’s pre-knowledge supports or limits their learning possibilities. In total, two preschool teachers from different preschools participated in this research study. The data consists of two documentations of children’s activities, written notes, and reflections from these two participated preschool teachers. The teachers chose the samples and defined them as important examples of how to merge mathematical knowledge development in free play. Using variation theory, the focus was to define what aspects of children’s mathematical knowledge development were offered and how teachers discern children’s pre-knowledge. The results show how the preschool teachers discern children’s pre-mathematical knowledge in relation to development of abstract abilities, and the importance of identifying their participation in free play situations for promoting mathematical understanding.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discerning preschool teacher’s experiences to enhance children’s participation in mathematical play activities

Svensson

2022

SN Soc Sci

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“…As the updated version has been implemented, several analyses of the framework plan have been performed. Some analyses were concerning the emphasis on Nordic kindergarten traditions and values (Eriksen et al, 2017), and some have shed light on a downschooling tendency, leaning toward an AngloSaxon approach to educa tion and ECEC, which means that a readinessforschool approach is emerging in ECEC in Norway (Fosse et al, 2018). Even though several studies have highlighted the importance of an allaround approach to children's development, we have not found analyses that focused on the emphasis on movement, neither in relation to analyses of the framework plan itself nor in relation to inquiries focusing on Nordic sociopedagogical tradition and an allaround approach to children's development.…”

Section: The Framework Plan For Kindergartens: Content and Tasksmentioning

confidence: 99%

“…The analysis followed a fourstep process inspired by Fosse et al (2018) and Nilsen et al (2017). The process was partly planned in advance and developed as the analytical process progressed.…”

Section: Analysis Proceduresmentioning

confidence: 99%

Children’s movement according to the Norwegian framework plan: A document analysis

Grindheim

Schei²,

Ødegaard³

2022

JASED

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In this study, the use of the term movement in the Framework Plan for the Content and Tasks of Kindergartens (hereinafter, the “framework plan”) was investigated. Movement is understood as crucial for the core values in the framework plan, as it creates the base for children’s play, exploration, learning, care, and formative development. Through a document analysis, this enquiry examined whether the use of the term movement in the framework plan supports the steering document’s focus on the intrinsic value of childhood. This enquiry was guided by the research question, “How is the term movement outlined and used in the Framework Plan for the Content and Tasks of Kindergartens?” The analysis consisted of a word search, identifying how often, when, and in relation to what the term was used. Furthermore, this article discusses the implications of the use of the term for the underlying understanding of movement in children’s lives. We postulated that providing a clearer rationale for meeting, celebrating, and working with different approaches to movement in the framework plan could create a more substantial base for didactic designs and further research focusing on movement not only as motor skills but also as exploration, participation, communication, and a kinesthetic way of understanding oneself and one’s surroundings.

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“…Det finns överhuvudtaget få kritiska studier som berör den svenska förskolan och i synnerhet matematikdidaktik men några studier börjar publiceras (Lembrér, 2018;Fosse, Lange, Hope Lossius & Meaney, 2018) där norm och värde inom matematikundervisning undersöks. Fosse et al (2018) exempelvis undersöker om barndomspolitik när det gäller representationer av matematikutbildning i både norska och OECD policies skiftar från en lekinriktad orientering mot en mer undervisnings inriktning. Deras resultat visar att även om skiftet är subtilt är matematik starkare kopplad till undervisning idag.…”

Section: Kritiska Studierunclassified

Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik

Delacour¹

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The purpose of this chapter is to investigate how some preschool teachers interpret mathematics goals in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers' interpretation and implementation of the mathematics goals, consequences in the form of qualification, socialisation and subjectification will be discussed.

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Mathematics as the Trojan horse in Norwegian early childhood policy?

Cited by 10 publications

References 21 publications

Discerning preschool teacher’s experiences to enhance children’s participation in mathematical play activities

Discerning preschool teacher’s experiences to enhance children’s participation in mathematical play activities

Children’s movement according to the Norwegian framework plan: A document analysis

Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik

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