Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Results from the POEM5 Conference, 2022

This open access book's theme is Teaching mathematics as to be meaningful – foregrounding children's play and perspectives . It discusses the relation between teachers, children and mathematical content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children's play. The work further addresses meaningfulness in the learning process, particularly from the child's perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children's learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children's learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children's perspectives on mathematics, Teachers' competencies and Theorizing aspects of early mathematics education. Editorial Play and Learning Children’s Perspectives on Mathematics Teachers’ Competencies Theorizing Aspects of Early Mathematics Education Closing the Fifth POEM Conference Contents The Development of Mathematical Thinking in Young Children’s Play: The Role of Communicative Tools On the History of Developmental Education: The Case of Mathematical Thinking Productive Conditions When and How Do We Start? Discussion and Prospect References A Child Perspective and Children’s Perspectives on Mathematics Learning in Early Childhood Education Children’s Education Worldwide How Can a Child Perspective and Children’s Perspectives Be of Use in Young Children’s Learning? Listening Is Central to Discussions About Democracy and Participation To Follow Children’s Interests and to Listen to Children for Their Learning Negotiation as the Beginning of Both Learning in and About Democracy and Various Content Areas Empirical Research Paves the Way to Education Based on Science? How Is Play Related to Learning? What Did We Learn From the Project? Conclusions References Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics Introduction Pretend Play and Mathematics From an Historico-Cultural Perspective Scaffolding During Pretend Play Research Question Data Methodology and Analysis Results Guiding a Two-Level Intersubjectivity Fostering the Development of an Imaginary Situation Raising Awareness on (Potential) Challenges That Can be Resolved Using Mathematical Tools Creating Meaning Between Symbolization in the Play and Symbolization in a Cultural Tool Discussion References Supporting One-Year-Olds’ Digital Locating: The Mediating Role of the Apps and the Teacher Introduction Teaching in Digital Environments Theoretical Framework The Mathematical Activity of Locating Artefact-Centric Activity Theory Methodology Informants and the App Analysis Findings and Discussion Crocro’s Friends Village Toca Kitchen My PlayHome Conclusion References I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education Introduction Theoretical Framework Digital Learning Fundamental Ideas in Early Mathematics Education Learning Supervision and Support in Early Mathematics Education Methodolgy Methods of Measurement and Analysis Research Questions Results App Use in Comparison of the Different Settings The Development of Mathematical Competencies in Comparison of the Different Setting On the Development of Thinking Processes Discussion References The Tension Between Division and Fair Share Introduction Background Methods Results Discussion References Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten Introduction Theoretical Remarks Early Mathematical Learning (Through Problem Solving) in Co-construction Collective Problem Solving Heuristic Strategies of (Collective) Problem Solving Problem Solving in the Early Years Peer Interactions in Early Mathematical Learning Research Desiderata and Questions Data and Methodology Data Corpus – Block Play with Peers in Everyday Kindergarten Life Basis of the Methods of Analysis Methodological (Pre)considerations and Methods of Analysis Analyses of Empirical Examples of Block Play Situations in Kindergarten Analysis of the Ladder Example Analysis of the Roof Example Empirical Findings Conclusion and Outlook References Mathematical and Computational Thinking in Children’s Problem Solving with Robots Introduction The Intersection of Mathematics and Computational Thinking From Using Robots Methodology Results and Discussion Problem 1 Problem 2 Problem 3 Conclusion References Young Students’ Choice of Representation When Solving a Problem-Solving Task on Combinatorics Introduction The Combinatorics Task and Representations Method Selection of Preschool Classes The Problem-Solving Lesson Interviews and Analysis Results Discussion References The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers’ Teaching of Mathematics Introduction The Knowledge Quartet as an Analytical Framework Methods and Context Context Analysis and Results Foundation Dialogue 1 Dialogue 2 Transformation Dialogue 3 Connection Dialogue 4 Contingency Discussion References ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics Introduction Method Results Discussion References Fostering Responsiveness in Early Mathematics Learning Challenges in Early Mathematics Learning Responsiveness as a Construct for Analyzing Adult-Child Interactions Design Patterns of Mathematical Situations Data and Methodology Analysis of Two Mathematical Situations of Play and Exploration Snail Shell – Mathematical Situation Called “Ropes 01” Crosswalk – Mathematical Situation Called “Wooden Sticks 01” Empirical Findings Concerning Responsiveness in Mathematical Children-Adult-Interactions Through the Use of Mathematical Design Patterns Conclusion and Outlook References Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies Introduction Theoretical and Empirical Background – Importance of Observing and Diagnosing Children’s Competencies Different Ways of Diagnosing – Generating and Recording Information About Children’s Mathematical Competencies Design of the Study Diagnostic Possibilities in an In-Service Offer Two-Part Evaluation Results Discussion References Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten Introduction Theory Method Results Responsiveness to Cultural and Personal Meanings Children’s Involvement and Freedom During Observation Discussion Questions for Further Research References Toddlers’ Mathematics and Language – Two Sides of the Same Coin? Introduction Mathematics and Language The Present Study Method Results Discussion References Mathematics in Actions and Gestures – A Young Learner’s Diagrammatic Reasoning Introduction Theoretical Background – Mathematical Learning as Diagrammatic Reasoning Diagrammatic Reasoning with Gestures and Actions Research Focus Methodology Data Generation and Method of Data Analysis Empirical Example – The Mathematical Exploration Situation The Idea of Number Determination by Counting The Idea of Number Determination by Comparing Length and Pattern Structures Conclusion References The Real World of Toddler Mathematics Introduction Mathematizing The Play-Oriented Context of Swedish Preschools The Study “Real World” and Mathematizing in Preschool Mathematics But Not Mathematizing Mathematics in the Sense of Mathematizing Mathematizing in Play Discussion References The Appearance of Playfulness in Swedish Preschool Class Mathematics Teaching Introduction Making Sense and Making Meaning Play Orientation in Early Childhood Education The Study Results The Mathematical Content as the Primary Target Exploring the Mathematical Content in a Relevant Context Parallel Activities Discussion References Methodological Choices in Research on Early Mathematics Education: Elicitation of Parents’ Views Introduction Theoretical Perspective About Parents’ Views Data Collection Strategies Results and Discussion The Individual Context of the Online Survey The Context of Interactions in the Photo-Elicited Group Interviews Conclusion References Index