Kindergarten teachers’ orchestration of mathematical learning activities: the balance between freedom and structure
Résumé
This paper reports on a multiple-case study which focuses on four kindergarten teachers’ orchestration of mathematical learning activities with respect to the degree of freedom, and what impact their orchestration has for children’s mathematical learning possibilities. The study draws on Valsiner’s (1987) zone theory to investigate the relationship between zone of free movement (ZFM) and zone of promoted action (ZPA) which the kindergarten teachers set up to canalise children’s actions and thinking and thus development. The results show that in the kindergarten where the ZFM is gently set up and limited to mathematics, and where the kindergarten teacher sensitively sets up the ZPA and promotes children to share, argue for and explain their mathematical ideas, and explicitly promotes the children to collaborate, is where most problem-solving interaction occur and thus facilitate children’s learning possibilities the most.
Origine : Fichiers produits par l'(les) auteur(s)
Loading...