About this paper

Appears in:
Pages: 5854-5864
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

THE ROLE OF VISUAL MODELS IN MEDIATING CHILDREN’S MATHEMATICISING: A CASE FROM AN EARLY EDUCATION CLASSROOM COMMUNITY

S. Kaartinen

University of Oulu (FINLAND)
This paper investigates the practice of participation in an early education classroom community whose pedagogy in the learning of mathematics draws on the sociocultural perspective. The paper illuminates collective negotiation processes constructed into being across classroom members. The primary data of this paper consist of videotaped episodes of classroom interaction grounded in a day care centre community where 11 children’s progress was monitored from the age of three years to five years; the adult members of this learning community were an early childhood educator and a university researcher. The social interactions of the classroom community and the role of technological tools (such as diverse visual models) in supporting children’s mathematical cognitive skills, that is, counting ability, visual attention and metacognitive knowledge were subjected to a qualitative micro-level analysis based on an applied sociolinguistic approach to language and discourse. The analysis illuminates social and pedagogical practices that support collective meaning making and emerging mathematics learning in the classroom community. The results of the study suggest that the young children’s mathematical ability develops during the two-year observation period through the following core elements: attention to numeracy, learning of number words and mathematical story telling. The technological tools applied in the learning situations provide the children with the means to structure their experiences of their living environment and to relate them to the culture of mathematicising. The role of the teacher then is to help children to see the culture of mathematics in the world around them and to support the children’s personal growth in the area of mathematics.
@InProceedings{KAARTINEN2010THE,
author = {Kaartinen, S.},
title = {THE ROLE OF VISUAL MODELS IN MEDIATING CHILDREN’S MATHEMATICISING: A CASE FROM AN EARLY EDUCATION CLASSROOM COMMUNITY},
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {5854-5864}}
TY - CONF
AU - S. Kaartinen
TI - THE ROLE OF VISUAL MODELS IN MEDIATING CHILDREN’S MATHEMATICISING: A CASE FROM AN EARLY EDUCATION CLASSROOM COMMUNITY
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 5854
EP - 5864
ER -
S. Kaartinen (2010) THE ROLE OF VISUAL MODELS IN MEDIATING CHILDREN’S MATHEMATICISING: A CASE FROM AN EARLY EDUCATION CLASSROOM COMMUNITY, INTED2010 Proceedings, pp. 5854-5864.
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