Intersubjektivitet i lekresponsiv matematikundervisning
DOI:
https://doi.org/10.61998/forskul.v14i2.33031Nyckelord:
matematiska begrepp, lekresponsiv undervisning, toddlare, interaktion, intersubjektivitetAbstract
Artikeln presenterar en studie om lekresponsiv matematikundervisning med fokus på intersubjektivitet som nödvändig förutsättning för såväl lek som undervisning. Studien genomfördes som en intervention där förskollärare och forskare samarbetade kring iscensättning av lekresponsiv matematikundervisning med barn två till tre år. Lekresponsiv matematikundervisning innebär en integrerad process där lek och undervisning samverkar och förutsätter intersubjektivitet av kontext (lekram) och koncept (matematiskt begrepp). Syftet med artikeln är att bidra med kunskap om intersubjektivitet i lekresponsiv matematikundervisning med fokus på förskollärares ageranden. Resultaten visar att i sekvenser där kontextuell och konceptuell intersubjektivitet upprätthålls agerar förskollärare på sätt som väcker barnens nyfikenhet, bekräftar barnens bidrag, möjliggör mångsidigt utforskande samt ställer innehållsfokuserade frågor.
Intersubjectivity in play-responsive mathematics teaching
This article presents a study on play-responsive mathematics teaching, focusing on intersubjectivity as a necessary condition in both play and teaching. In an intervention, preschool teachers and researchers collaborated to design and implement play-responsive mathematics teaching with children aged two to three years. Play-responsive mathematics teaching involves an integrated process in which play and teaching interact, requiring intersubjectivity in both context (the play framework) and content (the mathematical concept). The aim of the study is to contribute knowledge about intersubjectivity in play-responsive mathematics teaching, with a focus on preschool teachers’ actions. The results show that sequences where contextual and conceptual intersubjectivity is maintained, preschool teachers act in ways that arouses children's curiosity, confirm children's contributions, enable diverse exploration, and pose content-focused questions.
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