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RESEARCH PRODUCT
Engaging with mathematics in the kindergarten. Orchestrating a fairy tale through questioning and use of tools
Martin Carlsensubject
Nonverbal communicationSociocultural perspectiveTeaching methodPedagogyGoldilocks principleDevelopmental and Educational PsychologyContext (language use)Orchestration (computing)PsychologyMathematics instructionPreschool educationEducationdescription
ABSTRACTThe aim of this study is to analyse how a kindergarten teacher orchestrated a mathematical activity involving a fairy tale. Taking a sociocultural perspective on learning and development, naturally occurring talk-in-interaction has been analysed in order to scrutinise the subtleties of the orchestration. The fairy tale Goldilocks and the Three Bears was used both as context for the activity, but also as a means through which mathematical concepts were engaged with. The analysis shows that the orchestration bears characteristics of questioning and use of tools such as voice, facial expressions, and concrete materials. The orchestration is also characterised by sincere planning in advance of the activity and by addressing pre-formulated learning objectives.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-12-01 | European Early Childhood Education Research Journal |