Tidig aritmetisk kunskapsbildning. Ett specialpedagogiskt perspektiv

• Radical constructivism gives us a way of thinking about how to learn something. Learning through teaching the child as a competent communicator in a developmental perspective is in focus. What the child does when communicating about arithmetic problems is in the forefront instead of the traditional view of what communication can do with the child.   Consequently arithmetic knowledge is an individual and evolving process. Early practical forms initiate and make possible later more complex ones. Hence we set our own formal arithmetical knowledge on the side in our decisions about how to teach the child and focus on the child’s knowledge. We need to focus learning on how the child constructs inter-mental processes as a result of modifying earlier knowledge when solving arithmetic problems. A model of the child’s early arithmetic can be constructed by longitudinally analysing children’s intra-mental structures through inter-mental processes. Then learning can guide the teaching process.

Ämnesord

NATURVETENSKAP  -- Matematik (hsv//swe)

NATURAL SCIENCES  -- Mathematics (hsv//eng)

Nyckelord

MATHEMATICS

MATEMATIK

specialpedagogik

Special Education

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)