Young Children’s Cross-Domain Mapping of Numerosity in Path Navigation

Bjørnebye, Morten; Sigurjónsson, Thorsteinn

doi:10.1007/978-3-030-34776-5_7

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…Children's strategy use was also observed in relation to play situations. Bjørnebye and Sigurjonsson (2020) observed them in teacher-led outdoor games, while Lossius and Lundhaug (2020) observed child-initiated play activities. Some researchers used their observations of children's encounters with mathematical content for theoretical discussions on how to understand children's meaning-making, for example by taking the semiotic mediation perspective (e.g., Bartolini Bussi 2020) or through the lens of attentional processes (Verschaffel et al 2020).…”

Section: Poem4mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020-4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children's mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

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Section: Poem4mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…The goal is for students to move fluidly between representations in order to acquire, often through some productive struggle, and demonstrate understanding of problems and concepts [19]. In ECE, research shows that young students can use a myriad of concrete tools to represent and help develop their mathematical thinking, from traditional mathematics manipulatives to "loose parts" open-ended materials that can be manipulated [29,30].…”

Section: Supporting Use Of Representation For Stem Reasoningmentioning

confidence: 99%

Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context

2022

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In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes.

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Young Children’s Cross-Domain Mapping of Numerosity in Path Navigation

Cited by 2 publications

References 25 publications

Research on early childhood mathematics teaching and learning

Research on early childhood mathematics teaching and learning

Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context

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