Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy.
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3117560Utgivelsesdato
2023Metadata
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Originalversjon
Granone, F., Reikerås, E.K.L. (2023) Nordisk matematikkdidaktikk, 28 (3-4), 55-76.Sammendrag
This study examines how early childhood education and care teachers can support children’s mathematical learning in the context of playing with a coding toy (a robot). Video recordings of the interactions that occurred between a teacher and four 3- to 5-year-old pupils while they played with a robot (three hours per week over the course of a month) were analysed based on the theoretical framework of semiotic mediation for mathematics education. The results highlight the fact that the coding toy can be viewed as an artefact for accomplishing a didactic mathematical objective through teacher support, including factors such as problem-solving, counting and measuring.