Implementing a Structural Approach in Preschool Number Activities. Principles of an Intervention Program Reflected in Learning

Autor/inn/en	Björklund, Camilla; Ekdahl, Anna-Lena; Runesson Kempe, Ulla
Titel	Implementing a Structural Approach in Preschool Number Activities. Principles of an Intervention Program Reflected in Learning
Quelle	In: Mathematical Thinking and Learning: An International Journal, 23 (2021) 1, S.72-94 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2020.1756027
Schlagwörter	Preschool Education; Teaching Methods; Numbers; Intervention; Arithmetic; Problem Solving; Mathematics Instruction; Outcomes of Education; Learning Processes; Preschool Children; Learning Theories; Learning Activities; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Learning theory; Lerntheorie; Lernaktivität; Ausland; Schweden
Abstract	We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children's learning of numbers. To answer this, three analyses were conducted, addressing: (i) how the children's ways of experiencing numbers changed after participating in the intervention, (ii) how the theoretical ideas were afforded in the intervention program, and (iii) synthesizing how the affordance was associated with the children's arithmetic learning. One group of eight children participating in the intervention program was chosen for thorough analysis. Progression was observed in how the children changed their ways of experiencing numbers during the intervention that allowed them to enact more advanced arithmetic strategies, which was associated with the structural approach in teaching. The results also show how analysis focusing on aspects discerned in learning and aspects afforded in teaching provides a way of describing arithmetic learning with significant implications for teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01