Setting the Table with Toddlers: A Playful Context for Engaging in One-to-One Correspondence

Autor/inn/en	Tirosh, Dina; Tsamir, Pessia; Levenson, Esther S.; Barkai, Ruthi
Titel	Setting the Table with Toddlers: A Playful Context for Engaging in One-to-One Correspondence
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.717-728 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levenson, Esther S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01126-9
Schlagwörter	Toddlers; Play; Number Concepts; Participation; Individual Differences; Mathematics Activities + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Spiel; Number concept; Zahlbegriff; Teilnahme; Individueller Unterschied
Abstract	Taking a socio-cultural perspective, in this study we explored the challenges toddlers might face as they practice 1-1 correspondence in the playful context of setting a table, and how different individuals may participate in this playful activity. Findings indicated that toddlers' competence in carrying out one-to-one correspondence may be related to the locations of items set on the table and what to do with leftover items. The researcher played several roles including the expert participant, assistant, and play partner. Some toddlers participated peripherally, others were more involved in the play, while others were more involved in completing the 1-1 correspondence. In some instances, it seemed that a child's participation was an interference, rather than a help. Toddler educators may consider how natural settings and activities may be adjusted to offer children appropriate playful mathematical learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01