The work of leading mathematical discussion in kindergarten : A Norwegian case study

Abstract

The core practice of leading mathematical discussions has received considerable attention in the school context, but few studies have investigated this practice in a kindergarten context. This study investigates what tasks teachers might be faced with in the work of leading mathematical discussions in a Norwegian kindergarten context. Inductive analyses from a case study of a kindergarten teacher’s discussion with a group of four children identify four tasks of teaching in the work of leading mathematical discussions: 1) use of concrete materials to facilitate mathematical play and investigations, 2) use of metaphors to describe mathematical concepts, 3) use of questions to elicit children’s mathematical thinking, and 4) use of praise to support children’s mathematical selfconfidence.