Mathematics Education in the Early Years: Results from the Poem4 Conference, 2018

ISBN-13: 9783030347789 / Angielski / Miękka / 2021 / 448 str.

Martin Carlsen; Ingvald Erfjord; Per Sigurd Hundeland

Spis treści

 

 

Chapter

Working title

Authors

Country

Institution

 

Introduction

Carlsen,

Erfjord, & Hundeland

Norway

University of Agder

1

Early Years Mathematics:

Semiotic and Cultural Mediation+

Bartolini

Italy

University of Modena and Reggio Emilia

2

Play and the production of

subjectivities in kindergarten

Radford

Canada

Laurentian University,

Sudbury, Ontario

3

Young children's early mathematical competencies: The role of spontaneous

focusing tendencies

Verschaffel

Belgium

The Catholic University of Leuven

4

“Pedagogical” mathematics during play at home: An

exploratory study

Anderson, & Anderson

Canada

University of British Columbia

5

Measuring rice as a bridge across discrete and continuous

Baccaglini- Frank, Mellone, & Martignone

Italy

Università di Pisa.

Università di Napoli Federico II

Università del Piemonte

Orientale

6

Ways of using fingers in preschoolers’ numerical reasoning

Björklund & Reis

Sweden

University of Gothenburg

7

A case study analysing subset- knowers’ cross-domain mapping of numerosity in path navigation from a perspective of conceptual

metaphor theory

Bjørnebye & Sigurjónsson

Norway

Inland Norway University of Applied Sciences

8

Organisation of Children’s

turn-taking in small group interactions in kindergarten

Breive

Norway

University of Agder

9

Situational Perception in Mathematics (SPiM) – Results of a cross-country study in Austria and norway

Bruns, Carlsen, Eichen, Erfjord, &

Hundeland

Germany, Norway, Austria

University of Osnabrueck (Germany).

University of Agder (Norway) University of Graz (Austria)

10

Problem-solving and argumentation in kindergarten through strategy games

De Simone & Sabena

Switzerland, Italy

University of Geneva (Switzerland).

University of Torino (Italy)

11

Pictures, gestures and discourses: a case study with Kindergarten students discovering Lego bricks

Di Paola, Montone, & Ricciardiello

Italy

Università degli Studi di Palermo.

Università degli Studi di Bari Aldo Moro.

IC Balilla-Imbriani- Bari.

 

12

How early childhood education students reflect on supporting children in spontanous mathematical

activities

Flottorp

Norway

Oslo Met - Oslo Metropolitan University

13

Kindergarten teacher´s stories about problem Posing and the Problem solving of young

children

Fosse, Lange, & Meaney

Norway

Western Norway University of Applied Sciences

14

“You’re already bigger than the giraffe!” – The use of adjectives in Measurement

activities in kindergarten

Keuch, & Brandt

Germany

Technical University Chemnitz

15

Mathematics activities: sense making by Norwegian parents

Lembrér

Norway

Western Norway University of Applied Sciences

16

Mathematical problem solving visualized in outdoor activities

Lossius & Lundhaug

Norway

Western Norway University of Applied Sciences

17

Is patterning a mathematical activity? – An analysis of young children’s strategies in working with repeating

patterns

Lüken

Germany

Bielefeld University

18

Children’s conception of

geometric shapes

Maier &

Benz

Germany

University of Education,

Karlsruhe

19

Thinking in movements at kindergarten

Mellone, Spadea & Carotento

Italy

Università degli Studi di Napoli Federico II, Naples; Compulsory school Fava/Gioia, Naples; Università Suor Orsola Benicasa di Napoli

20

Framing mathematics teaching with narratives – The

ambiguity of goldilocks

Palmér & Björklund

Sweden

Linneaus University and University of Gothenburg

21

Kindergarten teacher’s knowledge to support pupils’ mathematical discussion on measurement strategies and procedures

Policastro, Almeida, Ribeiro, & Jacobsen

Brazil, Norway

State University of Campinas

–  UNICAMP (Brazil);

Pontifícia Universidade Católica de Campinas – PUC

–  Campinas (Brazil); University of Stavanger

(Norway).

22

Counting and quantity related tasks and principles from a

cultural semiotic perspective

Rinvold

Norway

Inland Norway University of Applied Sciences

23

Supporting the development

of mental calculation strategies

Robotti

Italy

Università di Torino

24

The semiotic resources children use in their

Severina & Meaney

Norway

Western Norway University of Applied Sciences

 

 

explanations of hypothetical

situations

 

 

 

25

Perceiving and using structures when determining the cardinality of sets – a case

study

Sprenger & Benz

Germany

University of Education, Karlsruhe

26

Teaching Mathematics in

Kindergarten and School — Similar or Different?

Sæbbe & Mosvold

Norway

University of Stavanger

27

Copying repeating patterns: teachers’ implementations and children’s strategies

Tsamir, Tirosh, Barkai, &

Levenson

Israel

Tel Aviv University

28

Mathematical activity in early childhood and the role of

generalization

Tzezaki

Greece

Aristotle University of Thessaloniki

 

 

 

 

 

 

O autorze

Martin Carlsen is a Professor in the Department of Mathematical Sciences at the University of Agder.

Ingvald Erfjord is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Per Sigurd Hundeland is an Associate Professor in the Department of Mathematical Sciences at the University of Agder.

Blurb

This book gives insights in the vivid research area of early mathematics learning. The collection of selected chapters mirrors the research topics presented at the fourth POEM conference in May 2018. Thematically, the volume reflects the importance of this evolving area of research, which has begun to attract attention in the spheres of education and public policy due to increased interest in early years learning. The research foci of the chapters comprise children’s mathematical reasoning, early years mathematics teaching, and the role of parents for children’s mathematical development. The 2018 conference included a wider range of researchers than previous years.