“I have a little job for you”

Brandt, Birgit

doi:10.1007/978-1-4614-4678-1_5

Cited by 2 publications

(4 citation statements)

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“…(for more see Brandt, 2014Brandt, , 2013Krummheuer, 2014Krummheuer, , 2013aVogel, 2014aVogel, ,b,2013. Currently the whole dataset collected by the project is still in the ongoing process of analysis, from the longitudinal perspective through qualitative and quantitative evaluation methods 13 .…”

Section: Idea Centre and Project Erstmalmentioning

confidence: 99%

“…Brandt highlights that the different concepts of folk pedagogy of Bruner are linked to different concepts or ideas of "mind" and "knowledge" in general (Bruner, 1996, p.50 f.), which offer the opportunity for content-related deliberations of different instruction practices (Brandt, 2014, p.57). With respect to these ideas of folk pedagogy (Bruner, 1996, see also Brandt, 2013Brandt, , 2014 Correspondingly, folk pedagogy refers to "the roles of instruction in fostering learning" (Strauss, 2001, p.242). For example, while a child is playing with her mother, she is guided by her mother (through her folk psychology); the meanings that the child comes to learn is the topic of folk pedagogy.…”

Section: Pedagogy and Education × Situationmentioning

confidence: 99%

“…From the standard social constructivist perspective, the adult person has a standard role model for the child as a mentor, who is an experienced and trusted adviser (cf. Brandt 2004Brandt , 2006Brandt , 2013Brandt , 2014Bruner, 1978Bruner, , 1983Bruner, , 1985aBruner, , 1986Bruner, , 1990Bruner, , 1996Bruner, , 2002Cobb, 2000a, b, c;Cobb & Bauersfeld, 1995;Cobb et al, 1993Cobb et al, , 2000Ernest, 1998Ernest, , 1990Ernest, , 1991Ernest, , 1998Ernest, , 2006Ernest, , 2010Palincsar,1998;Rogoff,1981Rogoff, ,1990Rogoff, , 1991Rogoff, , 1995Rogoff, , 1998Rogoff, , 2002Rogoff et al, 2007Rogoff et al, , 2011Rogoff & Lave, 1984;Rogoff & Wertsch, 1984;Sfard, 2001Sfard, , 2008Tiedemann, 2010aTiedemann, , b, 2012aTiedemann, , b, 2013. However, in my study, not only for the child but also for other family members, whether adult or a child, a learning situation can occur and this situation can be created by a child as an expert.…”

Section: Situation X Pedagogy and Educationmentioning

confidence: 99%

“…For further information about the erStMaL project see:Benz et al, 2014;Brandt 2014Brandt , 2013Krummheuer 2014Krummheuer , 2013aKrummheuer , 2013bKrummheuer , 2012Krummheuer , 2011Krummheuer , 2009Vogel 2014aVogel , 2014bVogel , 2013 …”

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Interactional niche in the development of geometrical and spatial thinking in the familial context

Bayraktar¹

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In the analysis of mathematics education in early childhood it is necessary to consider the familial context, which has a significant influence on development in early childhood. Many reputable international research studies emphasize that the more children experience mathematical situations in their families, the more different emerging forms of participation occur for the children that enable them to learn mathematics in the early years. In this sense mathematical activities in the familial context are cornerstones of children’s mathematical development, which is also affected by the ethnic, cultural, educational and linguistic features of their families. Germany has a population of approximately 82 million, about 7.2 million of whom are immigrants (Statisches Bundesamt 2009, pp.28-32). Children in immigrant families grow up with multiculturalism and multilingualism, therefore these children are categorized as a risk group in Germany. “Early Steps in Mathematics Learning – Family Study” (erStMaL-FaSt) is the one of the first familial studies in Germany to deal with the impact of familial socialization on mathematics learning. The study enables us to observe children from different ethnic groups with their family members in different mathematical play situations. The family study (erStMaL-FaSt) is empirically performed within the framework of the erStMaL (Early Steps in Mathematics Learning) project, which relates to the investigation of longitudinal mathematical cognitive development in preschool and early primary-school ages from a socio-constructivist perspective. This study uses two selected mathematical domains, Geometry and Measurement, and four play situations within these two mathematical domains. My PhD study is situated in erStMaL-FaSt. Therefore, in the beginning of this first chapter, I briefly touch upon IDeA Centre and the erStMaL project and then elaborate on erStMaL-FaSt. As parts of my research concepts, I specify two themes of erStMaL-FaSt: family and play. Thereafter I elaborate upon my research interest. The aim of my study is the research and development of theoretical insights in the functioning of familial interactions for the formation of geometrical (spatial) thinking and learning of children of Turkish ethnic background. Therefore, still in Chapter 1, I present some background on the Turkish people who live in Germany and the spatial development of the children. This study is designed as a longitudinal study and constructed from interactionist and socio-constructivist perspectives. From a socio-constructivist perspective the cognitive development of an individual is constitutively bound to the participation of this individual in a variety of social interactions. In this regard the presence of each family member provides the child with some “learning opportunities” that are embedded in the interactive process of negotiation of meaning about mathematical play. During the interaction of such various mathematical learning situations, there occur different emerging forms of participation and support. For the purpose of analysing the spatial development of a child in interaction processes in play situations with family members, various statuses of participation are constructed and theoretically described in terms of the concept of the “interactional niche in the development of mathematical thinking in the familial context” (NMT-Family) (Acar & Krummheuer, 2011), which is adapted to the special needs of familial interaction processes. The concept of the “interactional niche in the development of mathematical thinking” (NMT) consists of the “learning offerings” provided by a group or society, which are specific to their culture and are categorized as aspects of “allocation”, and of the situationally emerging performance occurring in the process of meaning negotiation, both of which are subsumed under the aspect of the “situation”, and of the individual contribution of the particular child, which constitutes the aspect of “child’s contribution” (Krummheuer 2011a, 2011b, 2012, 2014; Krummheuer & Schütte 2014). Thereby NMT-Family is constructed as a subconcept of NMT, which offers the advantage of closer analyses and comparisons between familial mathematical learning occasions in early childhood and primary school ages. Within the scope of NMT-Family, a “mathematics learning support system” (MLSS) is an interactional system which may emerge between the child and the family members in the course of the interaction process of concrete situations in play (Krummheuer & Acar Bayraktar, 2011). All these topics are addressed in Chapter 2 as theoretical approaches and in Chapter 3 as the research method of this study. In Chapter 4 the data collection and analysis is clarified in respect of these approaches...

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