"There is mathematics in there too": Parents' and teachers' discussions about mathematics for young children
Résumé
This study focuses on a discussion between parents and preschool teachers about mathematics
education for young children. Data were gathered through focus group interviews, where
participants' own photographs were the stimuli for the interviews. Bruner's narrative construction
was used to identify how parents' and teachers' views about valued mathematics education were
expressed. The results indicate that participants had different roles in children's mathematics
education, and these roles contributed to only some views being valued. Preschool teachers'
knowledge about appropriate pedagogical practices tended to take precedence, but parents could
sometimes disrupt the teachers' presentation of their views, leading to different interactions. The
findings indicate that although the Norwegian early childhood curriculum requires collaboration,
achieving it may be difficult.
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