It is quite confusing isn' it?
2014 (English)In: Early Mathematics Learning: Selected Papers of the POEM 2012 Conference / [ed] Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel, New York: Springer, 2014, 21-36 p.Chapter in book (Refereed)
Research on practice informs us that finding an effective balance between mathematical instruction and mathematical construction is not an easy task when developing young children’s learning of mathematics. Framed against Presmeg’s (2014) dance between instruction with construction as a dance, this chapter examines one teacher’s practice in relation to a centrally imposed curriculum and support materials determining the mathematics curriculum (5–7 years). Drawing from a larger multiple case study of six specialist primary mathematics teachers’ conceptions of the whole class interactive phases of their mathematics lessons, this chapter presents Jane’s introduction of place value and partitioning through her exploitation of particular manipulatives and language. The aim of this chapter is to highlight a conflicting and confusing dance between national professional guidance for teachers, an individual’s interpretations of this guidance, and the creation of meaningful opportunities for young children to construct mathematical knowledge.
Place, publisher, year, edition, pages
New York: Springer, 2014. 21-36 p.
Manipulatives (resources) Language Partitioning Place value Confliction Instruction Construction Early years mathematics
Research subject Early Childhood Education; Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-110544DOI: 10.1007/978-1-4614-4678-1_3ISBN: 9781461446781OAI: oai:DiVA.org:su-110544DiVA: diva2:772333