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  • 1.
    Bevemyr, Mats
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Children´s use of everyday mathematical concepts to describe, argue and negotiate order of turn2014In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 63-87Article in journal (Refereed)
    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. 

  • 2.
    Bevemyr, Mats
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Events of potential learning: how preschoolers produce curriculum at the computer during free play periods2016In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 12, no 8, p. 1-16Article in journal (Refereed)
    Abstract [en]

    Abstract: The Swedish preschool curriculum emphasizes children’s learning through play. This means that children’s learning in everyday practice is accomplished through a complex mixture of teacher-led activities and activities the children themselves initiate. When learning is viewed as situated and constituted through social interaction (Lave & Wenger, 1991), almost all social events have learning potential. Consequently, from an educational and a curriculum point of view it is important to raise the question of how children’s learning can be made visible, and determine what kind of learning children’s own initiated (play) activities imply. The focus of the paper is on children’s (aged 3-5 years) “communities of practice” at the computer during “free play” period in two various Swedish preschools settings. Events of peer interaction are analyzed in detail to illustrate what kind of learning activities are going on at the computer, and to discuss these events of potential learning in relation to the curriculum goals and the educational practice. From a curriculum point of view, the analyses show that the children’s activities at the computer involve a variety of events that might provides for learning that can be viewed as goal-oriented. From the children’s point of view, the project of socialization seems to be the most prominent goal. A crucial point for educational success, however, is to understand not only what the object of learning is, rather what motivates children’s play apprenticeship in their own “communities of practice”. 

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  • 3.
    Littmarck, Sofia
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Jansson, Magnus
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Bevemyr, Mats
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Elvstrand, Helene
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Fritidshemmets fysiska lärmiljöer: Förutsättningar för och planering av inomhusmiljöer för varierade handlingserbjudanden2023In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 41, no 4, p. 100-117Article in journal (Refereed)
    Abstract [en]

    Physical Learning Environments in Swedish School-Age Educare. Conditions for and Planning of Indoor Environments for a Variety of Possibilities for Actions

    This study focuses on the physical learning environments in Swedish school-age educare centres (SAEC) and how SAEC-teachers describe their work with the formation of SAEC-environments and the possibilities for action these present to pupils. The study is based on walk-and-talk interviews with teachers in SAEC-centers where the different environments were video-recorded, and the teachers were asked to describe their intentions with these environments. The data has been analyzed thematically. The results show that the possibility to control the premises can be important for the SAECs ability to offer a variety of physical learning environments and of possibilities for action (affordance). Recurring types of physical learning environments have been distinguished where the SAEC-teachers plan for a variety of action alternatives. Pupils are described as co-creators of the environments and find their own possibilities for action in planned environments. SAEC-teachers also describe how they regulate pupils’ interaction with the environments in line with various norms and rules in the SAEC.

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