NOMAD 21(4), 2016

Skapad: 2016-12-12. Ändrad: 2016-12-12  

NOMAD 21(4), 2016

Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse

Per-Einar Sæbbe and Reidar Mosvold

Abstract

This study investigates a Norwegian kindergarten teacher’s work of teaching mathematics in an everyday activity involving play with LegoTM bricks. Analysis of the kinder- garten teacher’s discourse identifies questioning and affirmation as two core components. We suggest that these are core discursive practices in the work of teaching mathematics in kindergarten. In identifying these practices, a theory of thinking as communicating is applied to investigate what makes these discursive acts of teaching mathematical. Further research is called for to continue investigating kindergarten teachers’ discursive practices in teaching and to continue the efforts to conceptualize the work of teaching mathematics in kindergarten in terms of discourse.

Per-Einar Sæbbe

Per-Einar Sæbbe is PhD candidate in Educational Science, Department of Early Childhood Education, University of Stavanger, Norway. His research interests are questions related to kindergarten children’s learnings of mathematics, kindergarten teachers ́ professional knowledge in mathematics and general pedagogy in early childhood education and care.

Reidar Mosvold

Reidar Mosvold is Associate Professor of mathematics education at the University of Stavanger, Norway. His research interests are related to the mathematical knowledge required to carry out the work of teaching mathematics at all levels, teacher beliefs, teacher identity and discursive perspectives, as well as use of history of mathematics in mathematics education.