Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd; Monaghan, John

doi:10.1007/s10649-016-9692-9

Cited by 21 publications

(9 citation statements)

References 20 publications

(30 reference statements)

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“…This research result is supported by (Carlsen et al, 2016;Jacobson & Izsák, 2015) who stated that role of teachers in mathematics learning is as mediators when children find difficulties in the problem they are facing. And with result of research from (Reinke & Casto, 2020;Sumarni & Pd, 2013) which stated that the importance of teacher roles as motivator in learning activities.…”

Section: Chart 1 Display Datasupporting

confidence: 52%

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Sumarni

Putri

Andika

2021

J. Obs. J. Pendidik. Anak Usia Dini

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There is a gap in the learning approach applied by the teacher in stimulating early childhood math skills. This study aims to describe the Lesson Study for Learning Community (LSLC) application based on Project Based Learning (PBL) in the implementation of learning to stimulate children's mathematical abilities. The method used is descriptive qualitative in group B children in IT Fathul Ilmi Kindergarten Palembang. The result is that PBL-based LSLC has learning stages; plan, do, see, and redesign mathematics learning projects. These stages facilitate children to optimally master early mathematical abilities and develop interaction, communication, and cooperation, as well as the development of caring characters and empathy for friends in completing math projects together. The application of PBL-based LSLC makes learning in Fathul Ilmi Kindergarten active and interactive, so the PBL-based LSLC is recommended to teachers and stakeholders in early childhood mathematics learning.

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Section: Chart 1 Display Datasupporting

confidence: 52%

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Sumarni

Putri

Andika

2021

J. Obs. J. Pendidik. Anak Usia Dini

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“…There are several possible perspectives to study when focusing on students' exercised agency in mathematics. Carlsen, Erfjord, Hundeland, and Monaghan (2016) point to how different cultures, people, and artifacts shape students' actions and decisions, and thus, their exercised agency. Gresalfi et al (2009) are concerned with students' engagement in classroom activities.…”

Section: Agencymentioning

confidence: 99%

Students’ agency, creative reasoning, and collaboration in mathematical problem solving

Hansen

2021

Math Ed Res J

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This paper aims to give detailed insights of interactional aspects of students’ agency, reasoning, and collaboration, in their attempt to solve a linear function problem together. Four student pairs from a Norwegian upper secondary school suggested and explained ideas, tested it out, and evaluated their solution methods. The student–student interactions were studied by characterizing students’ individual mathematical reasoning, collaborative processes, and exercised agency. In the analysis, two interaction patterns emerged from the roles in how a student engaged or refrained from engaging in the collaborative work. Students’ engagement reveals aspects of how collaborative processes and mathematical reasoning co-exist with their agencies, through two ways of interacting: bi-directional interaction and one-directional interaction. Four student pairs illuminate how different roles in their collaboration are connected to shared agency or individual agency for merging knowledge together in shared understanding. In one-directional interactions, students engaged with different agencies as a primary agent, leading the conversation, making suggestions and explanations sometimes anchored in mathematical properties, or, as a secondary agent, listening and attempting to understand ideas are expressed by a peer. A secondary agent rarely reasoned mathematically. Both students attempted to collaborate, but rarely or never disagreed. The interactional pattern in bi-directional interactions highlights a mutual attempt to collaborate where both students were the driving forces of the problem-solving process. Students acted with similar roles where both were exercising a shared agency, building the final argument together by suggesting, accepting, listening, and negotiating mathematical properties. A critical variable for such a successful interaction was the collaborative process of repairing their shared understanding and reasoning anchored in mathematical properties of linear functions.

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“…Three of the reviewed studies focus on the use of digital technology in children's early mathematical learning (Bourbour and Masoumi 2017;Carlsen 2013;Carlsen et al 2016), which can be described as learning with technology. However, digital technology carries both affordances and constraints with respect to participants' collaboration (Carlsen et al 2016). Some mathematical apps focus on doing something with mathematical objects, such as moving them.…”

Section: Mathematical Learningmentioning

confidence: 99%

“…According to Carlsen, the technology has limitations with respect to actively engaging two children at the same time, especially when an app is used on a computer with a mousein contrast to an interactive whiteboard, which potentially allows more collaboration between the children. Hence, it is difficult to know how and if the app supports the children's mathematical development because the digital equipment that is used may affect how difficult it is for the children to use the app (Carlsen 2013;Carlsen et al 2016). Further, the mere fact of having or using an interactive whiteboard does not create a dynamic and rewarding learning environmentthat depends on how the whiteboard is embedded into the pedagogical practice by the teachers (Bourbour andMasoumi 2017, 1829).…”

Section: Mathematical Learningmentioning

confidence: 99%

Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Undheim

2021

European Early Childhood Education Research Journal

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The purpose of this literature review is to identify patterns and discuss key perspectives from empirical studies published during the last decade that explore how young children (birth to six years old) and teachers together engage with digital technologies in early childhood education and care institutions. An inductive thematic analysis results in five key perspectives: 1) digital play is real play; 2) disconnected contexts; 3) teachers' knowledge and beliefs; 4) learning with and from technology; and 5) children as creators. The findings demonstrate the importance of defining digital technology in a broad way. Further, several of the articles highlight teachers' reflections and judgements regarding how they can implement and embed digital technology into their pedagogical practice. Based on the findings, I suggest that a more explicit focus on digital technology be embedded into pedagogical practice in national ECEC curricula, as well as in national guidelines for EC teacher education.

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Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

Cited by 21 publications

References 20 publications

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

Students’ agency, creative reasoning, and collaboration in mathematical problem solving

Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

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