A reconceptualisation of mathematical reasoning competency from a Kindergarten Class perspective
Résumé
In Denmark, the Kindergarten Class (KC) is a transition year between kindergarten and primary
school. However, the extent to which this transition year contributes to coherence in the teaching and
learning of mathematics is unclear. This paper theoretically explores how mathematical reasoning
competency may be reconceptualised from a KC perspective, to enhance coherence in mathematic
learning. The proposed reconceptualisation combines guided play with various aspects of
mathematical argumentation framed by reasoning competency. Consequently, the proposed
reconceptualisation of mathematical reasoning competency entails exploration, conjecture, and
producing and analysing arguments in an inquiry-based learning environment. The
reconceptualisation is discussed regarding the limitations of the chosen perspective on reasoning,
along with the challenges and potential when implementing the reconceptualisation in KC practice.
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