To Develop Young Children's Conception of Numbers

Doverborg, Elisabet; Samuelsson, Ingrid Pramling

doi:10.1080/0300443001620107

Cited by 8 publications

(4 citation statements)

References 1 publication

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“…Difficulties might however arise in perceiving children's manner of understanding mathematical concepts, since a child's use of a concept or principle is not necessarily constant in different contexts (Fuson, 1992). Studies of preschool settings also indicate that children who have been encouraged by an aware and sensitive educator to pay attention to and problemize different aspects of mathematics in everyday activities as well as planned situations show a greater knowledge of number concepts and are significantly better at novice problem solving (Doverborg & Pramling Samuelsson, 2000). Competency may not immediately be apparent after an activity with mathematical content but rather several months after a period of intense mathematical activities (Hannula, 2005;Mattinen, 2006).…”

Section: Learning Mathematics In Preschoolmentioning

confidence: 94%

“…A study conducted by Doverborg and Pramling Samuelsson (2000) compare three-yearold children's numerical competence and development in relation to the educational approach they encounter in preschool. The test group has during three months been taking part in a project focusing on parts and wholes in a systematic but explorative play with stars in different patterns.…”

Section: Learning Mathematics In Preschoolmentioning

confidence: 99%

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One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education

Björklund

2012

Scandinavian Journal of Educational Research

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Section: Learning Mathematics In Preschoolmentioning

confidence: 94%

Section: Learning Mathematics In Preschoolmentioning

confidence: 99%

One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education

Björklund

2012

Scandinavian Journal of Educational Research

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“…One type of guided play, as indicated by Edwards and Cutter-Mackenzie (2011), is a purposefully framed game whereby a teacher sets the structure and provides the children with materials and playful activities and instructions that entail concepts. Two examples of this approach in Swedish preschool are described by Doverborg and Pramling-Samuelsson (2000) and Ekdahl (2020).…”

Section: Guided Playmentioning

confidence: 99%

Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers

Petersson

Weldemariam

2021

Scandinavian Journal of Educational Research

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In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity.

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“…Research about early childhood mathematics is a comprehensive field where children's counting, sorting, numeracy, and development of number sense are often focused (e.g. Baroody, Lai, and Mix 2006;Doverborg and Samuelsson 2000;Edens and Potter 2013). As yet, there are only a few studies that focus on children's development of understandings of geometry (although see e.g.…”

Section: Introductionmentioning

confidence: 99%

Mathematizing in preschool: children’s participation in geometrical discourse

Gejard

Melander

2018

European Early Childhood Education Research Journal

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This study explores preschool children's mathematizing in everyday block play activities. Building on an ethnomethodological and multimodal conversation analytic framework, we explore how geometry (i.e. spatiality, shape, and symmetry) is actualized in children's verbal and embodied interaction with their peers, pedagogues, and material environment. The selected data are drawn from a video ethnographic study in a Swedish preschool in which a boy and a girl play with a magnetic construction toy. The results of the study demonstrate how the participants orient to spatial locations, properties, dimensions, orientations, transformations, and shapes as they build a house. The children are shown to rely upon verbal and embodied resources such as deictics (e.g. here, there, these) and pointing gestures as geometrical aspects are actualized in their interaction. The study contributes with knowledge on preschool children's everyday mathematizing, in particular, children's appropriation of geometric discourse as it emerges in the unfolding flow of interaction.

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To Develop Young Children's Conception of Numbers

Cited by 8 publications

References 1 publication

One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education

One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education

Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers

Mathematizing in preschool: children’s participation in geometrical discourse

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