Young children exploring probability – with focus on their documentations
Jorryt van Bommel and Hanna Palmér
This article reports on an intervention where possibilities and limitations with problem-solving as a basis for mathematics education in pre-school class were studied. In the article we explore how 50 children use non-guided documentation when working with a problem-solving task about probability. The results show that the task was possible to work with for these young children, and in the follow-up interviews many of the children seemed familiar with the mathematical concepts used, as well as with a relevant sample space. The children’s non-guided documentation showed a diver- sity of strategies and contributed positively to their exploration of probability, both during the lesson and in the final discussions.
Jorryt van Bommel
Jorryt van Bommel is Senior lecturer in Mathematics education at Karlstad University. Her research is focused on teacher’s and student teacher’s professional development, as well as mathematics teaching and learning in preschool class, primary and secondary school. On-going research is focused on mathematics teacher’s collective work on social media and problem solving in preschool class with a special interest in the role of digital technology.
Hanna Palmér is Senior lecturer in Mathematics education at Linnaeus University. Her research is focused on primary school teacher’s professional identity development, as well as mathematics teaching and learning in preschool, preschool class and primary school. On-going research is focused on problem solving, entrepreneurial teaching and learning in mathematics and young children’s learning of mathematics through digital technology.