Teaching Mathematics as to be Meaningful – Foregrounding Play and C...
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Teaching Mathematics as to be Meaningful – Foregrounding Play and Children's Perspectives

Results from the POEM5 Conference, 2022

Camilla Björklund, Jessica Elofsson, Hanna Palmér, Elin Reikerås

  • Springer

  • Publication date : 2023-09-27

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This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective.

Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.


About the book
Author
Camilla  Björklund , Jessica  Elofsson , Hanna  Palmér , Elin  Reikerås
Imprint
Springer
Collection
n.c
Publication date
2023-09-27
Pages
260 pages
Print ISBN
9783031376627
Language
English
Ebook informations
EAN PDF
9783031376634
Price
£0.00
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Copy count 2
Print count 26
File size 9667 Ko
Ce livre est accessible aux handicaps   Informations accessibility
EAN EPUB
9783031376634
Price
£0.00
Read more
Copy count 2
Print count 26
File size 12872 Ko
Ce livre est accessible aux handicaps   Informations accessibility
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Hanna Palmér is a Professor in Mathematics Education at Linnaeus University in Sweden. The focus of her research is the teaching and learning of mathematics in preschool and primary school. Of special interest is problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. This research is often practice oriented and conducted in collaboration with teachers. She also does research on the professional identity development of mathematics teachers. She has in addition to scientific publications written books for preschool and primary-school teacher education.

Camilla Björklund is a Professor of Education at the University of Gothenburg, Sweden. The focus of her research is mostly mathematics learning in early childhood and teaching involving children aged one to eight years. Essential in her research designs is a starting point in children’s perspectives and how to challenge their ways of understanding some learning object. Her research is thereby directed at developing teaching practice that facilitates children’s developing understanding of mathematics as to be meaningful to the individual child. She has extensive experience of practice-oriented research in collaboration with teachers and has in addition to scientific publications written a large number of books for preschool teacher education.

Jessica Elofsson is a Postdoctoral researcher in the field of Pedagogy at the University of Gothenburg, Sweden. Her research interest is mathematics learning and development of teaching practice in preschool and primary school. Her main focus is intervention research focusing on supporting young children´s early learning and development of mathematical skills.  

Elin Reikerås is a Professor in Early Childhood Education and Centre leader of FILIORUM - Centre for Research in Early Childhood Education, at the University of Stavanger, Norway. Her research interests are on children'searly mathematical development, the relations between early mathematics and other development areas as language, motor-life skills, and social skills as well as the relations between arithmetic’s and reading. She led the interdisciplinary longitudinal Stavanger project, which followed over 1000 children’s development from they were 2 ½ years until they turned 10 year.

 




 

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