Change search
ReferencesLink to record
Permanent link

Direct link
Att ordna, från ordning till ordning. Yngre förskolebarns matematiserande
University of Borås, School of Education and Behavioural Science.
2011 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

A starting point for this study was an interest based in my earlier experience that most of the youngest children’s mathematizing in everyday life was unspoken and unknown. The aim of this thesis is to contribute to the knowledge about how toddlers mathematize and develop mathematical knowledge and understanding through activities with concrete material. The theoretical framework is based on variation theory (Marton & Booth, 1997; Marton et al., 2004), combined with ideas offered by Gibson and Gibson (1955), Gibson et al. (1962) and Gibson and Pick (2000). This framework makes it possible to describe subtle differences in how children handle a mathematical content. It holds a non-dualistic ontological position, and sees phenomena from a second order perspective, focusing on ”children’s perspectives” and the object of learning. The collected data consists of 47½ hours of video documentation of 16 toddlers’ everyday activities and arranged situations in a longitudinal study. Situations chosen for analysis is a sub-sample from a larger corpus. “Fine-grained analysis” is performed of four toddlers’ activities with nesting cups and a ring tower and their verbal and non-verbal interaction. The design of the arranged situations was that a new material was introduced, a material similar to one well known to the children. The toddlers themselves chose the material (self chosen activities) and for how long time they wanted to use it. The materials consisted of rings and cups that could be ordered according to their size and slope in series or in a tower. The results show a variety of different ways that the toddler may handle the situation. From the analysis the following categories have been identified: Building a tower without apparent order, Making an order, Bringing and maintain size order, Challenging order, Creating new order to challenge peers’ knowledge. Based on previous knowledge the child distinguished by differentiation some dimensions of variation, particularly orientation, tower property and size, and values within these dimensions of variation. The results show that toddlers discern and open one dimension of variation at a time. The first dimension of variation the children identify and open is the orientation of the cups and rings. Then what tower a cup belongs to and later the size dimension are discerned by the toddler. Finally the toddler discerns that all cups and rings have a certain place in the order, and that all rings and cups are important for the ordering. A conclusion to be drawn is that a previous value within a dimension of variation is later identified as a new value or another dimension of variation. The interest of this research was to study toddler mathematizing “in situ” and focus on how children’s mathematical development is interactively constructed “here and now”. Toddlers’ activity of this kind is a crucial preparation for fundamental arithmetics such as properties of number and basic operations. Structuring and ordering in series are important in relation to sense-making in early mathematizing.

Place, publisher, year, edition, pages
Göteborgs universitet. Utbildningsvetenskapliga fakulteten , 2011.
, Gothenburg studies in educational sciences, ISSN 0436-1121 ; 314
Keyword [en]
variationsteori, differentiera, toddlare
Keyword [sv]
matematik, yngre barn, dimensioner av variation, lärande i förskolan
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
URN: urn:nbn:se:hb:diva-3597Local ID: 2320/9510ISBN: 978-91-7346-713-1OAI: diva2:876987

Disputationen sker fredagen den 9 december 2011, kl.10.00, sal M402 vid Högskolan i Borås

Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-08-19Bibliographically approved

Open Access in DiVA

spikblad(91 kB)53 downloads
File information
File name FULLTEXT01.pdfFile size 91 kBChecksum SHA-512
Type spikbladMimetype application/pdf
fulltext(7046 kB)44 downloads
File information
File name FULLTEXT02.pdfFile size 7046 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Reis, Maria
By organisation
School of Education and Behavioural Science
Other Social Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 97 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 295 hits
ReferencesLink to record
Permanent link

Direct link