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Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives Results from the POEM5 Conference, 2022

Palmér, Hanna Björklund, Camilla Reikerås, Elin Se alle
Innbundet / 2023 / Engelsk

Produktdetaljer

ISBN
9783031376627
Publisert
2023-09-28
Utgiver
Vendor
Springer International Publishing AG
Høyde
235 mm
Bredde
155 mm
Aldersnivå
Research, P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet

Redaktør
Palmér, Hanna
Björklund, Camilla
Reikerås, Elin
Elofsson, Jessica

Biographical note

Hanna Palmér is a Professor in Mathematics Education at Linnaeus University in Sweden. The focus of her research is the teaching and learning of mathematics in preschool and primary school. Of special interest is problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. This research is often practice oriented and conducted in collaboration with teachers. She also does research on the professional identity development of mathematics teachers. She has in addition to scientific publications written books for preschool and primary-school teacher education.
Camilla Björklund is a Professor of Education at the University of Gothenburg, Sweden. The focus of her research is mostly mathematics learning in early childhood and teaching involving children aged one to eight years. Essential in her research designs is a starting point in children’s perspectives and how to challenge their ways of understanding some learning object. Her research is thereby directed at developing teaching practice that facilitates children’s developing understanding of mathematics as to be meaningful to the individual child. She has extensive experience of practice-oriented research in collaboration with teachers and has in addition to scientific publications written a large number of books for preschool teacher education.

Jessica Elofsson is a Postdoctoral researcher in the field of Pedagogy at the University of Gothenburg, Sweden. Her research interest is mathematics learning and development of teaching practice in preschool and primary school. Her main focus is intervention research focusing on supporting young children´s early learning and development of mathematical skills.  

Elin Reikerås is a Professor in Early Childhood Education and Centre leader of FILIORUM - Centre for Research in Early Childhood Education, at the University of Stavanger, Norway. Her research interests are on children'searly mathematical development, the relations between early mathematics and other development areas as language, motor-life skills, and social skills as well as the relations between arithmetic’s and reading. She led the interdisciplinary longitudinal Stavanger project, which followed over 1000 children’s development from they were 2 ½ years until they turned 10 year.

 




 

Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives Results from the POEM5 Conference, 2022

Palmér, Hanna Björklund, Camilla Reikerås, Elin Se alle
Innbundet / 2023 / Engelsk
Palmér, Hanna Björklund, Camilla Reikerås, Elin Se alle
Innbundet / 2023 / Engelsk
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This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
Les mer
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective.Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
Les mer
Discusses early childhood mathematics education empirically, theoretically and methodologically Presents methodological views on research on early mathematics learning Offers cultural breadth and sustainabilty This book is open access, which means that you have free and unlimited access.
Les mer
Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Les mer

Relaterte produkter

This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
Les mer
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective.Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
Les mer
Discusses early childhood mathematics education empirically, theoretically and methodologically Presents methodological views on research on early mathematics learning Offers cultural breadth and sustainabilty This book is open access, which means that you have free and unlimited access.
Les mer
Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Les mer

Produktdetaljer

ISBN
9783031376627
Publisert
2023-09-28
Utgiver
Vendor
Springer International Publishing AG
Høyde
235 mm
Bredde
155 mm
Aldersnivå
Research, P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet

Redaktør
Palmér, Hanna
Björklund, Camilla
Reikerås, Elin
Elofsson, Jessica

Biographical note

Hanna Palmér is a Professor in Mathematics Education at Linnaeus University in Sweden. The focus of her research is the teaching and learning of mathematics in preschool and primary school. Of special interest is problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. This research is often practice oriented and conducted in collaboration with teachers. She also does research on the professional identity development of mathematics teachers. She has in addition to scientific publications written books for preschool and primary-school teacher education.
Camilla Björklund is a Professor of Education at the University of Gothenburg, Sweden. The focus of her research is mostly mathematics learning in early childhood and teaching involving children aged one to eight years. Essential in her research designs is a starting point in children’s perspectives and how to challenge their ways of understanding some learning object. Her research is thereby directed at developing teaching practice that facilitates children’s developing understanding of mathematics as to be meaningful to the individual child. She has extensive experience of practice-oriented research in collaboration with teachers and has in addition to scientific publications written a large number of books for preschool teacher education.

Jessica Elofsson is a Postdoctoral researcher in the field of Pedagogy at the University of Gothenburg, Sweden. Her research interest is mathematics learning and development of teaching practice in preschool and primary school. Her main focus is intervention research focusing on supporting young children´s early learning and development of mathematical skills.  

Elin Reikerås is a Professor in Early Childhood Education and Centre leader of FILIORUM - Centre for Research in Early Childhood Education, at the University of Stavanger, Norway. Her research interests are on children'searly mathematical development, the relations between early mathematics and other development areas as language, motor-life skills, and social skills as well as the relations between arithmetic’s and reading. She led the interdisciplinary longitudinal Stavanger project, which followed over 1000 children’s development from they were 2 ½ years until they turned 10 year.

 




 

Relaterte produkter