Young children’s multimodal mathematical explanations

Johansson, Maria; Lange, Troels; Meaney, Tamsin; Riesbeck, Eva; Wernberg, Anna

doi:10.1007/s11858-014-0614-y

Cited by 19 publications

(15 citation statements)

References 27 publications

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“…Jewitt, 2009; Kress, 2003, 2010; Pink, 2001; Walker and Lewis, 1998): as well as studies that have specifically considered young children’s multimodal communication practices (e.g. Flewitt, 2008; Johansson et al, 2014; Kress, 2003; Lancaster, 2003; Marsh, 2016; Wolfe and Flewitt, 2010). It was also influenced by Kress’ (2010) development of multimodal theory that has shown how different modes of communication are used to convey particular types of knowledge.…”

Section: Methodology and Methodsmentioning

confidence: 99%

Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Yamada‐Rice

2018

Global Studies of Childhood

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This article looks at the way in which changes in technology, as well as wider social and cultural patterns, bring about new materials in the landscape of young children's communication practices and play. This is done in relation to a new form of screen-less digital toy known as Avakai. Avakai are a set of digitally interactive wooden dolls that combine set movements and sounds. The study had two parts that focused first on the toy's design and second on how it was used in combined play and communication practices by seven 4-to 6-year-olds. This was to ascertain the extent to which the design and children's use aligned. Data were gathered through conversations and email exchanges with the toy designers and observations of the children's play and communication practices with the toy. All data were transcribed and analysed using thematic analysis. Three key findings are discussed in relation to the alignment of these two areas: (1) children's customisation of the toy design, (2) designing to produce emotional narratives in play and (3) the use of a compartment in the toy's base. Each finding is described in relation to the designers' backgrounds and intentions for the toy, and then the children's use in terms of play and communication. In doing so, the extent to which the child and the toy's design influenced play and communication practices is shown. These findings make a contribution to the field of materialities in young children's communication practices when playing. This is ever important given the evolving speed of new materials and technologies for play and communication. In particular to how non-visual modes of communication are foregrounded in the absence of screens. In addition, it adds to prior research that has taken an object ethnographic approach by uniquely considering the toy in relation to primary data about the toy designers' backgrounds and design decisions rather than from what can be inferred from the object.

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Section: Methodology and Methodsmentioning

confidence: 99%

Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Yamada‐Rice

2018

Global Studies of Childhood

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“…Some studies have explored the preschool childrens' use of concrete objects, gestures and verbal language in mathematical explanations (e.g. Johansson et al, 2014;Sumpter & Hedefalk, 2015). The findings illustrate how the relationship between verbal language, gestures and verbal objects can be viewed in regard to children's arguments and explanations.…”

Section: Introductionmentioning

confidence: 92%

Preschool children’s mathematical arguments in play-based activities

Nergård

2021

Math Ed Res J

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The present study examines the structure and mathematical content of children’s mathematical arguments as part of communication in play-based activities. It shows how Nordin and Boistrup’s (The Journal of Mathematical Behavior 51:15–27, 2018) framework for identifying and reconstructing mathematical arguments, which includes Toulmin’s model of argumentation, the notion of anchoring (Lithner, Educational Studies in Mathematics 67:255–276, 2008) and a multimodal approach, can be used to identify and explore preschool children’s mathematical arguments. Two different types of argument that occurred during play-based activities were identified: partial arguments and full arguments. The findings reveal the extensive use of multimodal interactions in all parts of the children’s mathematical arguments. Moreover, the findings point to the crucial role of adults as dialogue collaborators in the argumentation that emerges in the play-based activities.

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“…At other universities there have also been researchers working with early learning, in school and pre-school, such as Maria Johansson at Luleå who has also collaborated with researchers from Malmö University (e.g., Johansson, Lange, Meaney, Riesbeck, & Wernberg, 2014). Lovisa Sumpter at Stockholm University has also worked with pre-school children (e.g., Sumpter & Hedefalk, 2015).…”

Section: Early Learning Of Mathematicsmentioning

confidence: 99%

Didactics of Mathematics as a Research Field in Scandinavia

Rønning

2019

European Traditions in Didactics of Mathematics

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This chapter presents an overview of the development of didactics of mathematics as a research domain in the three Scandinavian countries, Denmark, Norway and Sweden. This presentation is linked to the development of the school system and teacher education. Some important trends that have been of particular importance to each of the countries will be described and an account of the current situation will be given. At the end there is a section about collaborative projects that have taken place in the whole Nordic and Baltic area.

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Young children’s multimodal mathematical explanations

Cited by 19 publications

References 27 publications

Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Designing play: Young children’s play and communication practices in relation to designers’ intentions for their toy

Preschool children’s mathematical arguments in play-based activities

Didactics of Mathematics as a Research Field in Scandinavia

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