Teachers’ Interpretation of Mathematics Goals in Swedish Preschools

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Teachers’ Interpretation of Mathematics Goals in Swedish Preschools

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Publication BookChapter
Title Teachers’ Interpretation of Mathematics Goals in Swedish Preschools
Author(s) Delacour, Laurence
Date 2016
Editor(s) Meaney, Tamsin; Helenius, Ola; Johansson, Maria L; Lange, Troels; Wernberg, Anna
English abstract
The purpose of this chapter is to investigate how two preschool teachers interpret mathematics goals in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers’ interpretation and implementation of the mathematics goals, the consequences in the form of qualification, socialisation and subjectification will be discussed.
DOI http://dx.doi.org/10.1007/978-3-319-23935-4_22 (link to publisher's fulltext.)
Publisher Springer
Host/Issue Mathematics Education in the Early Year : Results from the POEM2 Conference, 2014;5
ISBN 978-3-319-23935-4
Pages 397-417
Language eng (iso)
Subject(s) mathematics
teachers
Swedish preschool
Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
SCB::Educational Sciences
SCB::Mathematics
Handle http://hdl.handle.net/2043/20220 (link to this page)

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