Förskoleklasselevers användning av talstrukturer
DOI:
https://doi.org/10.61998/forskul.v12i2.23890Nyckelord:
talstrukturer, interventioner, förskoleklass, elevintervjuerAbstract
I artikeln presenteras och diskuteras förskoleklasselevers förmåga att se och använda talstrukturer för att bestämma antal, samt hur förmågan utvecklas efter att de deltagit i interventioner under ett läsår. Totalt intervjuades 361 elever som deltagit i interventionerna alternativt i vanlig förskoleklassundervisning. Intervjuerna gjordes under tidig hösttermin samt vid förskoleklassårets slut. En specifik uppgift innehållande ett spatialt mönster i intervjumaterialet utgör underlag för att synliggöra hur eleverna erfar och använder talstrukturer, både kvantitativt och kvalitativt. Analysen tar vidare avstamp i en variationsteoretisk syn på lärande, där sättet att erfara ett fenomen, i detta fall tal och strukturer så som de framträder i en figur ordnad i ett spatialt mönster, har betydelse för vad eleven kan göra med tal, till exempel på vilket sätt man kan bestämma antal. Särskilt diskuteras vilka implikationer resultaten har för utvecklingen av matematikundervisning i förskoleklass och elevers fortsatta aritmetiklärande.
Developing mathematics education contributing to equity in preschool class
In the article, we present and discuss preschool class students’ ability to see and use number structures to determine number and how this ability develops after participating in interventions during one academic year. A total of 361 students who participated in the interventions or in regular preschool class teaching were interviewed early in the autumn term and at the end of the preschool class year. One task containing a spatial pattern in the interview material forms the basis for identifying how students experience and use number structures, quantitatively and qualitatively. The analysis is further based on a variation theory view of learning, where the way of experiencing a phenomenon, in this case numbers and structures as they appear in a figure arranged in a spatial pattern, has significance for what the student can do with numbers, e.g., how to determine numbers. In particular, implications of the results for developing mathematics teaching in preschool class and students continued arithmetic learning are discussed.
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Copyright (c) 2024 Camilla Björklund, Jessica Elofsson, Angelika Kullberg, Anna-Lena Ekdahl, Ulla Runesson Kempe, Maria Alkhede
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