Preschoolers' Ways of Experiencing Numbers

Autor/inn/en	Björklund, Camilla; Ekdahl, Anna-Lena; Kullberg, Angelika; Reis, Maria
Titel	Preschoolers' Ways of Experiencing Numbers
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 10 (2022) 2, S.84-110 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Björklund, Camilla) ORCID (Ekdahl, Anna-Lena) ORCID (Kullberg, Angelika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	Preschool Children; Arithmetic; Skills; Learning Processes; Numbers; Student Experience; Cognitive Processes; Time Factors (Learning); Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Skill; Fertigkeit; Learning process; Lernprozess; Zahlenraum; Studienerfahrung; Cognitive process; Kognitiver Prozess; Ausland; Schweden
Abstract	In this paper we direct attention to 5-6-year-olds' learning of arithmetic skills through a thorough analysis of changes in the children's ways of encountering and experiencing numbers. The foundation for our approach is phenomenographic, in that our object of analysis is differences in children's ways of completing an arithmetic task, which are considered to be expressions of their ways of experiencing numbers and what is possible to do with numbers. A qualitative analysis of 103 children's ways of encountering the task gives an outcome space of varying ways of experiencing numbers. This is further analyzed through the lens of variation theory of learning, explaining why differences occur and how observed changes over a prolonged period of time can shed light on how children learn the meaning of numbers, allowing them to solve arithmetic problems. The results show how observed changes are liberating new and powerful problem-solving strategies. Emanating from empirical research, the results of our study contribute to the theoretical understanding of young children's learning of arithmetic skills, taking the starting point in the child's lived experiences rather than cognitive processes. This approach to interpreting learning, we suggest, has pedagogical implications concerning what is fundamental to teach children for their further development in mathematics. (As Provided).
Anmerkungen	LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01