Background/purpose. STEAM (Science, Technology, Engineering, Arts, Mathematics) research and embodied design research have explored the role of full-body movement and multimodal actions in mathematical learning. However, the expressive and dynamic aspects of embodied mathematics learning remain underexplored. This paper aims to address this gap by investigating the expressive dimensions of six- to nine-year-olds’ extensions of number sense through full-body performances. Materials/methods. This paper explores two outdoor mathematical activities developed as part of an embodied design study. Using an adapted version of the Laban/Bartenieff movement framework, our descriptive analysis focused on the following expressive themes: (i) pace, (ii) weight, (iii) bodily coordination and spatial interaction, (iv) body shape and improvisation, and (v) the phrasing of these themes and their alignment with number sense. Results. The findings highlight the dynamic and flexible interconnections among these expressive themes of bodily performance, demonstrating varying degrees of correlation with students’ number sense. This dynamic interplay of expressive themes fosters an artistic and creative approach to mathematical experiences, encouraging personal interpretation and deepening student engagement. Conclusion. Theoretically, this paper enriches our understanding of the notion of expressiveness within the embodied perspective of learning. It also underscores the potential of embodied learning designs, offering insights for educators to integrate expressive dimensions of full-body movement into their teaching practices. 

This systematic literature review investigates how the concept of time is taught and learned in early mathematics education. While young children are commonly expected to learn how to tell time, this review explores what additional aspects should be emphasised to foster a deeper and more sustainable understanding of time. Using the EBSCO database, 36 relevant articles published up to December 2024 were identified. To cover different aspects related to the teaching and learning of time, peer-reviewed scientific articles as well as practice-based reports were included in the search. A majority of the articles focused on clock reading as an aspect of time. The aspects duration, sequencing, and measurement of time also frequently appeared whereas expressions of time, or cross-disciplinary aspects were seldom mentioned. Drawing on the findings, this review proposes a comprehensive framework outlining key aspects that should be included in early mathematics education to support the teaching and learning of time.

In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing pro-blems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers.

I denna artikel presenteras en studie, genomförd i samarbete mellan forskare och förskoleklasslärare, där förskoleklasselever arbetade med division genom problemlösning och problemformulering. Data kommer från en aktivitet fördelad över två undervisningstillfällen. Undervisningen genomfördes i 11 förskoleklasser, med 205 elever . Vid problemlösning urskilde eleverna relationen mellan delar och helhet, storleken på varje del, att dela som division samt kontinuerlig och diskret mängd som aspekter av division. Även vid problemformulering synliggjordes dessa aspekter av division och aspekten att täljaren kan vara ett rationellt tal tillkom. Utöver uppgifter om division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.