liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6606-5777
2014 (English)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 2, 63-87 p.Article in journal (Refereed) Published
Abstract [en]

In this paper expressions that children themselves use to describe rela- tionships between phenomena in the world, is - when placing a mathe- matical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children ́s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to de- scribe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children ́s activities involving a computer at a munici- pal preschool in Sweden. The children ́s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the chil- dren use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for develop- ing more formal mathematical concepts. 

Place, publisher, year, edition, pages
Malmö, 2014. no 2, 63-87 p.
Keyword [en]
early childhood education, everyday mathematical concepts, everyday mathematics, order of turn, social interaction
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-110774OAI: oai:DiVA.org:liu-110774DiVA: diva2:748840
Available from: 2014-09-22 Created: 2014-09-22 Last updated: 2017-12-05

Open Access in DiVA

No full text

Other links

Educare 2014:2 Childhood, Learning and Didactics

Authority records BETA

Bevemyr, Mats

Search in DiVA

By author/editor
Bevemyr, Mats
By organisation
Education, Teaching and LearningFaculty of Educational Sciences
In the same journal
Educare - Vetenskapliga skrifter
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 803 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf