Preschool children learning mathematical thinking on interactive tables

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Preschool children learning mathematical thinking on interactive tables

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Publication BookChapter
Title Preschool children learning mathematical thinking on interactive tables
Author(s) Lembrér, Dorota ; Meaney, Tamsin
Date 2016
Editor(s) Meaney, Tamsin; Helenius, Ola; Johansson, Maria L.; Lange, Troels; Wernberg, Anna
English abstract
In many countries around the world, young children use different kinds of information and communication technologies (ICT) on a daily basis. In this chapter, the use of games or apps on these technologies is explored in relationship to children’s learning of mathematical thinking. The work of Biesta on education and socialisation is combined with that of Radford on subjectification and objectification to theorise young children’s learning of mathematical thinking. Two Swedish preschool children’s interactions with a balance game on an Interactive Table are analysed to consider the value of this theory and what it says about the affordances of the game.
Publisher Springer
Host/Issue Mathematics Education in the Early Years : Results from the POEM2 Conference
ISBN 978-3-319-23935-4
Pages 234-254
Language eng (iso)
Subject(s) Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
SCB::Educational Sciences
Handle http://hdl.handle.net/2043/20471 (link to this page)

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