"Jag kan göra matte å minus å plus" Förskolebarns och pedagogers deltagande i matematiska aktiviteter

Detta är en avhandling från Uppsala : Acta Universitatis Upsaliensis

Sammanfattning: This licentiate thesis examines mathematical activities in a preschool. More precisely, the aim is to create knowledge of how mathematical activities emerge and are constructed in children's interactions with each other and with their teachers. The empirical material consists of video recordings and field notes collected through participant observations during a six-month period in two preschool units for children 3-5 years old. Theoretically the study is based on an ethnomethodological (EM) and conversation analytic (CA) perspective. Video recordings were analyzed using conversation analytic methods, involving a close and detailed analysis of sources in situated mathematical activities. Through the use of an EM and CA perspective this study contributes with new theoretical and methodological approaches to research on mathematical activities in preschools. In the close analysis of children's actions in interaction, an active child with ideas, interests, and commitment emerges, a child who uses a variety of communicative resources when participating in mathematical activities. Whether it is the children or the teachers who initiate the activity the children are actively involved in the construction of the mathematical content.Geometric shapes and concepts as well as different aspects of children's number sense are a couple of the mathematical topics covered in the study. In the activities the childrens display knowledge of math verbally as well as with their bodies, something that is analyzed by using the concept of epistemic stance. The preschool teachers sometimes used occasions when children display specific knowledge as an educational resource for other children's learning. The study also shows that children as well as their teachers follow each other's initiatives in the activities. This means that children change and enlarge the mathematical content within the activities and that the teachers follow the children's initiative. Through this reciprocity the mathematical content of the activity is maintained.

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