Matematikundervisning i förskolan – toddlare urskiljer kardinalitet genom att spela lotto
DOI:
https://doi.org/10.61998/forskul.v12i3.26662Nyckelord:
matematik, toddlare, kardinalitet, spela spelAbstract
Denna artikel tar utgångspunkt i ett kombinerat forsknings- och utvecklingsprojekt som har bedrivits i samarbete mellan två forskare och tre förskollärare. Fokus i artikeln är hur ett lottospel, designat utifrån variationsteoretiska principer, kan göra det möjligt för toddlare (1–3 år) att urskilja kardinalitet som en grundläggande aspekt av tal. Utifrån analys av 195 videoinspelningar, där toddlare spelar lottospelet tillsammans med sin förskollärare, synliggörs dels hur de teoretiska utgångspunkterna för spelet realiseras i praktiken, dels vad matematikundervisning med förskolans yngsta kan innebära. Resultatet visar att lottospelets design möjliggör, men inte garanterar, att kardinalitet urskiljs av barnen. I vilken utsträckning kardinalitet urskiljs av barnen kan relateras till hur förskollärarna använder representationer och gester. Artikeln visar därmed på förskollärarens viktiga roll i tidig matematikundervisning.
Mathematics education in preschool - toddlers discerning cardinality when playing a lottery-game
This article is based on a combined research and development project, conducted in collaboration between two researchers and three preschool teachers. The focus of the article is on how a lottery game, designed on variation theory informed principles, can enable toddlers (1- to 3-year-olds) to discern cardinality as a fundamental aspect of numbers. Based on the analysis of 195 video recordings, where toddlers play the lottery game together with their preschool teacher, the results visualize how the theoretical principles for the game are realized and what mathematics education with toddlers may imply. The results show that the design of the lottery game enables, but cannot guarantee, that cardinality is discerned by the children. The extent to which cardinality is discerned by the children can be related to how the preschool teachers use representations and gestures. The article thus shows the important role of the preschool teacher in early mathematics education.
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