Teaching Mathematics as to be Meaningful - Foregrounding Play and Children's Perspectives Results from the POEM5 Conference, 2022

• Other Authors: Palmér, Hanna (Editor), Björklund, Camilla (Editor), Reikerås, Elin (Editor), Elofsson, Jessica (Editor)
• Format: Electronic Book Chapter
• Language: English
• Published: Cham Springer Nature 2024
• Subjects: Pre-school & kindergarten; Teaching of a specific subject; Teacher training; Education; Early Mathematics Education; Early Childhood Education and Care; Professional Development of teachers; Preschool, Kindergarten and Nursery; curricula for early childhood education; digital play and learning of mathematics; problem solving as a mathematical activity; children's mathematical and computational thinking; children's different understandings about counting; early childhood education teachers' competencies; framework "Knowledge Quartet"; educational technology in mathematics education; children's understanding and cognitive skills; kindergarten teachers' play-responsive assessment; the theory of mathematics learning and teaching; play-oriented early childhood education; mathematizing; parents' views on mathematics education for young children
• Online Access: DOAB: download the publication; DOAB: description of the publication

Summary

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.

Physical Description

1 electronic resource (260 p.)

ISBN

978-3-031-37663-4
9783031376634
9783031376627

Access

Open Access