Stories Neglected About Children’s Mathematics Learning in Play

Fosse, Trude; Johansson, Maria; Lossius, Magni Hope; Wager, Anita A.; Wernberg, Anna

doi:10.1007/978-3-319-78220-1_5

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Much of this activity is spontaneous and occurs without adult guidance (Helenius et al, 2014). Often adults are unaware that children are playing in these ways (Fosse, , 2018;Svensson, 2015). As stated by Gelman (2000) "e can think of young children as self-monitoring learning machines who are inclined to learn on the fly, even when they are not in school and regardless of whether they are with adults" (p. 26).…”

Section: Introductionmentioning

confidence: 99%

Young Children are Natural Inquirers: Posing and Solving Mathematical Problems

Cheeseman¹

2019

WJE

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Carefully observing young children at play in a mathematically rich environment has led me to reflect on the way children naturally pose and solve interesting mathematical challenges. Here, three examples of the playful learning of six-year-old children illustrate the problem solving and persistence children can display. Teachers are encouraged to foster children’s problem posing by providing opportunities for children to engage with playful mathematics, planning time for children to pose and to solve their own problems, and watching and listening but intervening only to inspire children’s mathematical investigations.

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Section: Introductionmentioning

confidence: 99%

Young Children are Natural Inquirers: Posing and Solving Mathematical Problems

Cheeseman¹

2019

WJE

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Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies

Benz,

Reuter,

Maier

et al. 2023

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

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Observing on a diagnostic basis allows a qualified view of children’s present and potentially following mathematical competencies and is therefore vital for adaptive learning support processes. Awareness of appropriate support measures is essential for the planning of learning environments, play activities, and individually adequate interaction. The paper reports on the results of a study addressing in-service kindergarten professionals’ selection of and reflection on suitable diagnostic situations and diagnostic tools. First, aspects of professionals’ observing and diagnosing competencies will be reflected, including the use of the concept of diagnosing according to recent competence models for teachers and early childhood educators. Then, different situations suitable for observing and diagnosing children’s competencies in early mathematics education will be discussed as well as different tools for recording. Hypotheses for professional development concerning diagnostic and observation skills will be presented based on reflections and perspectives of professionals attending an in-service project.

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Stories Neglected About Children’s Mathematics Learning in Play

Cited by 2 publications

References 19 publications

Young Children are Natural Inquirers: Posing and Solving Mathematical Problems

Young Children are Natural Inquirers: Posing and Solving Mathematical Problems

Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies

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