Kindergarten teachers’ orchestration of mathematical learning activities: the balance between freedom and structure - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2019

Kindergarten teachers’ orchestration of mathematical learning activities: the balance between freedom and structure

Svanhild Breive
  • Fonction : Auteur
  • PersonId : 1039773

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.
Fichier principal
Vignette du fichier
TWG13_06.pdf (235.38 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-02414862 , version 1 (16-12-2019)

Identifiants

  • HAL Id : hal-02414862 , version 1

Citer

Svanhild Breive. Kindergarten teachers’ orchestration of mathematical learning activities: the balance between freedom and structure. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02414862⟩

Collections

TICE CERME11
158 Consultations
80 Téléchargements

Partager

Gmail Facebook X LinkedIn More