Kindergarten preservice teachers’ descriptions of the learning potential of mathematical digital games
Résumé
In Norway, the curriculum requires kindergarten teachers to use digital tools in their work.
Therefore, teacher educators and kindergarten preservice teachers need to investigate what
kind of digital tools can encourage children's engagement in mathematics. In this article,
kindergarten preservice teachers’ descriptions of how they used digital games with children
during their internship period were analysed using Artifact-Centric Activity Theory. The
preservice teachers seemed to justify digital games against the mathematics the children are
required to engage with according to the curriculum. However, the pedagogical approaches
encouraged by the curricula were not so evident in their descriptions.
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