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Under-threes' mathematical learning - teachers’ perspectives
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2014 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 34, no 3, 241-254 p.Article in journal (Refereed) Published
Abstract [en]

This project highlights preschool teachers' views of toddlers' learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2014. Vol. 34, no 3, 241-254 p.
Keyword [en]
toddlers; preschool; Sweden; mathematical learning; teacher’s perspective
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-46840DOI: 10.1080/09575146.2014.898615OAI: oai:DiVA.org:kau-46840DiVA: diva2:1037384
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2016-10-14Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • nn-NB
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  • Other locale
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Output format
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