Abstract
This study aims for a better understanding of the relationships between kindergarten children’s and teachers’ knowledge on measurement. With such aim, we focus on how and why one teacher’s specialised knowledge (MTSK) supports (gives shape to) the mathematical discussion to foster and develop the children’s mathematical knowledge and understanding of measuring, particularly in terms of concepts, procedures, and strategies employed. One kindergarten teacher’s lesson, in which she implemented a measurement task with 5-year-old pupils, has been video recorded. The results revealed the core dimension of the teacher’s specialised knowledge, sustaining the relationship between anticipating children’s answers and the teacher’s own space of solutions, influencing the decisions taken during practice. Such relationships, and the impact of the teachers’ specialised knowledge on the adequacy in terms of making informed decisions about the more appropriate mathematical content to be approached and the pedagogy implied, besides the depth of the mathematical discussion, are even more evident in the contingency moments.
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Notes
- 1.
In Portuguese, for example, because of the words smallest (menor) and biggest (maior) sound very similar, it is very common for children to experience difficulties using these terms appropriately.
- 2.
Research Project “Kindergarten and Early Years’ mathematics teachers’ specialized knowledge on geometry.”
- 3.
We have to note that even if such facilitating practices where developed with older students, in the work we are developing with kindergarten and primary teachers, its core essence remains.
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Acknowledgements
This research has been partially supported by grant #2016/22557-5, São Paulo Research Foundation (FAPESP), Brazil, and the project CONICYT PCI/Atracción de capital humano avanzado del extranjero, no 80170101 (Chile).
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Policastro, M.S., de Almeida, A.R., Ribeiro, M., Jakobsen, A. (2020). Kindergarten Teacher’s Knowledge to Support a Mathematical Discussion with Pupils on Measurement Strategies and Procedures. In: Carlsen, M., Erfjord, I., Hundeland, P.S. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-030-34776-5_16
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