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- Helenius, Ola, et al.
(författare)
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Mathematical exclusion with the every day
- 2015
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Ingår i: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9). - : Charles University, Faculty of Education. ; , s. 1584-1590
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Konferensbidrag (refereegranskat)abstract
- Problem solving can involve using mathematics to solve everyday problems. In this study, we examine an interaction between a teacher and a class of six-year olds in Sweden around an open-ended problem, from an everyday context. Using Bernstein's ideas about vertical and horizontal discourse, a mixture of everyday and mathematics understandings is identified in the interaction. This mixture seems to result in confusion for both the teacher and the children over what should be the focus. This paper raises issues about how the connection to the everyday in problem solving could reduce children's opportunities to learn mathematics.
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- Helenius, Ola, 1970, et al.
(författare)
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Measuring temperature within the didactic space of preschool
- 2016
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 21:4, s. 155-176
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Tidskriftsartikel (refereegranskat)abstract
- The informal character of preschool mathematics, engaged in during children’s play, places complex requirements on preschool teachers. It also leads to challenges in developing appropriate analytical tools for researching teacher work. In this paper a framework, the ”didaktic space”, is described and used to analyse interactions between preschool teachers and children in relationship to mathematical learning situations. An interaction between a preschool teacher and a group of children about how to compare their temperatures is analysed, using this framework. The analysis focuses on how the teacher’s contributions as well as those of the children changed as the role of the mathematics changed. The paper discusses how the didaktic space offers a nuanced understanding of preschool mathematical situations, both to researchers and to teachers.
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