Literaturnachweis - Detailanzeige
Autor/in | Chen, Lin |
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Titel | An Ontology of Off-Task Behavior in a Number Activity: The Body, Space-Time, and Mathematics |
Quelle | In: Contemporary Issues in Early Childhood, 22 (2021) 2, S.171-182 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chen, Lin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1463-9491 |
DOI | 10.1177/1463949120917164 |
Schlagwörter | Early Childhood Education; Numbers; Time on Task; Learning Activities; Human Body; Mathematical Concepts; Concept Formation; Tutoring; Low Income Students; Mathematics Instruction; Teaching Methods; After School Programs Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zahlenraum; Zeitaufwand; Lernaktivität; Menschlicher Körper; Concept learning; Begriffsbildung; Förderkonzept; Nachhilfeunterricht; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm |
Abstract | This article aims to interrogate the Cartesian rationality determining current early childhood mathematics by highlighting the irrational aspect of mathematics learning, which is usually underemphasized and even devalued by the dominant discourse. Using Deleuze and Guattari's concept of refrain as the method, the article explores the unfolding emergence of a child's off-task behavior in a number activity as it conceptualizes the child's body in relation to its surroundings. The article also explores how this conceptualization of off-task behavior helps to rethink mathematical ability and conceptual construction in responding to and elaborating on research on embodied mathematics. Based on these explorations, the article hopes to contribute a strategy for the vision of adopting a more democratic manner in mathematics learning. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |