Advertisement

Introduction

  • Ola Helenius
  • Maria L. Johansson
  • Troels Lange
  • Tamsin MeaneyEmail author
  • Anna Wernberg
Chapter

Abstract

In this chapter, we introduce the conference from which the chapters in this book originated. Then we discuss some of the background issues in order to describe the need for discussing issues to do with construction and instruction in early childhood mathematics. In particular, we discuss the evidence to do with whether children can learn mathematics through play and the role of the teacher in this discussion. Finally, we discuss the chapters in relation to the “dance of construction with instruction”.

Keywords

Holistic development Reproducer of knowledge Historical overview of early childhood centres Early childhood philosophies Socially-empty spaces Manipulatives Global rationales for early childhood centres Early childhood curricula 

References

  1. Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer.CrossRefGoogle Scholar
  2. Björklund, C. (2008). Toddlers’ opportunities to learn mathematics. International Journal of Early Childhood, 40(1), 81–95. doi: 10.1007/BF03168365.CrossRefGoogle Scholar
  3. Broman, I. T. (2010). Svensk förskola—ett kvalitetsbegrepp. In B. Ridderspore & S. Persson (Eds.), Utbildningsvetenskap för förskolan (pp. 21–38). Stockholm: Natur & Kultur.Google Scholar
  4. Carr, M., & May, H. (1996). The politics and processes of the implementation of Te Whaariki, the New Zealand national early childhood curriculum 1993-6. In M. Carr & H. May (Eds.), Implementing Te Whaariki (pp. 1–13). Wellington: Institute for Early Childhood Studies.Google Scholar
  5. Clarke, B., Clarke, D. M., & Cheeseman, J. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18(1), 78–102.CrossRefGoogle Scholar
  6. Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. In F. K. Lester (Ed.), Second handbook of research in mathematics teaching and learning (pp. 461–555). Charlotte, NC: Information Age.Google Scholar
  7. Clements, D. H., Sarama, J., Farran, D., Lipsey, M., Hofer, K. G., & Bilbrey, C. (2011, March 3–5). An examination of the building blocks math curriculum: Results of a longitudinal scale-up study. Paper presented at Society for Research on Educational Effectiveness Spring 2011 Conference, Washington DC. Available from http://www.eric.ed.gov/PDFS/ED518182.pdf.
  8. Doverborg, E. (2006). Svensk förskola. In E. Doverborg & G. Emanuelsson (Eds.), Små barns matematik (pp. 1–10). Göteborg: NCM Göteborgs Universitet.Google Scholar
  9. Doverborg, E., & Samuelsson, I. P. (2011). Early mathematics in the preschool context. In N. Pramling & I. P. Samuelsson (Eds.), Educational encounters: Nordic studies in early childhood didactics (pp. 37–64). Dordrecht: Springer.CrossRefGoogle Scholar
  10. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanow, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi: 10.1037/0012-1649.43.6.1428.CrossRefGoogle Scholar
  11. Farquhar, S.-E. (2003). Quality teaching early foundations: Best evidence synthesis iteration. Wellington: New Zealand Ministry of Education.Google Scholar
  12. Gasteiger, H. (2014). Professionalization of early childhood educators with a focus on natural learning situations and individual development of mathematical competencies: Results from an evaluation study. In U. Kortenkamp, B. Brandt, C. Benz, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early mathematics learning: Selected papers of the POEM 2012 conference (pp. 223–236). New York: Springer.Google Scholar
  13. Greenes, C., Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19(1), 159–166. doi: 10.1016/j.ecresq.2004.01.010.CrossRefGoogle Scholar
  14. Haynes, M. (2000). Mathematics education for early childhood: A partnership of two curriculums. Mathematics Teacher Education and Development, 2, 93–104. Available from http://www.merga.net.au/node/43?volume=2.
  15. Helenius, O., Johansson, M. L., Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2014, February 4–5). Preschool teachers’ awareness of mathematics. In O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, et al. (Eds.), Development of mathematics teaching: Design, scale, effects: Dimensions and perspectives: Proceedings from Madif9: Nionde forskningsseminariet med Svensk Förening för Matematikdidaktisk Forskning, Umeå. Forthcoming.Google Scholar
  16. Kortenkamp, U., Brandt, B., Benz, C., Krummheuer, G., Ladel, S., & Vogel, R. (Eds.). (2014). Early mathematics learning: Selected papers of the POEM 2012 conference. New York: Springer.Google Scholar
  17. Lange, T. (2008). A child’s perspective on being in difficulty in mathematics. The Philosophy of Mathematics Education Journal, 23. Available from http://people.exeter.ac.uk/PErnest/pome23/index.htm.
  18. Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2014). Mathematical teaching moments: Between instruction and construction. In U. Kortenkamp, B. Brandt, C. Benz, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early mathematics learning: Selected papers of the POEM 2012 conference (pp. 37–54). New York: Springer.CrossRefGoogle Scholar
  19. Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37–45. Available from http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/ajec_vol_34_no_4_december_2009.html.
  20. Lembrér, D., & Meaney, T. (2014). Socialisation tensions in the Swedish preschool curriculum: The case of mathematics. Educare, 2014(2), 82–98.Google Scholar
  21. Marcon, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research and Practice, 4(1). Available from http://ecrp.uiuc.edu/v4n1/index.html.
  22. Meaney, T. (2013, April 2–7). The privileging of English in mathematics education research, just a necessary evil? Keynote presentation. In M. Berger, K. Brodie, V. Frith, & K. le Roux (Eds.), Proceedings of the seventh international mathematics education and society, Cape Town, South Africa (pp. 65–84). Available from http://mescommunity.info/.
  23. Meaney, T. (2014). Back to the future? Children living in poverty, early childhood centres and mathematics education. ZDM Mathematics Education, (46), 999–1011. doi: 10.1007/s11858-014-0578-y.
  24. Nordahl, M. (2011). Små barns matematik—på små barns vis. In T. Wedege (Ed.), Vardagsmatematik: Från förskola over grundskolan till gymnasiet [Everyday mathematics: From preschool over compulsory school to senior highschool] (pp. 11–18). Malmö: FoU Malmö-utbildning, Avdeling barn och ungdom, Malmö Stad.Google Scholar
  25. Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237–268.Google Scholar
  26. Presmeg, N. C. (2014). A dance of instruction with construction in mathematics education. In U. Kortenkamp, B. Brandt, C. Benz, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early mathematics learning: Selected papers of the POEM 2012 conference (pp. 9–17). New York: Springer.CrossRefGoogle Scholar
  27. Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181–189. doi: 10.1016/j.ecresq.2004.01.014.CrossRefGoogle Scholar
  28. Skolverket. (1998). Läroplan för förskolan Lpfö 98. Stockholm: Skolverket.Google Scholar
  29. Skolverket. (2010). Läroplan för förskolan Lpfö 98: Reviderad 2010 [Lpfö 98]. Stockholm: Skolverket.Google Scholar
  30. Skolverket. (2011). Curriculum for the preschool Lpfö 98: Revised 2010. Stockholm: Skolverket.Google Scholar
  31. Wernberg, A., Larsson, K., & Riesbeck, E. (2010). Matematik i förskolan [Mathematics in preschool]. In B. Ridderspore & S. Persson (Eds.), Utbildningsvetenskap för förskolan [Educational science for preschool] (pp. 157–171). Stockholm: Natur & Kultur.Google Scholar
  32. Wylie, C. (2001). Ten years old & competent: The fourth stage of the competent children’s project—A summary of the main findings. Wellington: New Zealand Council for Educational Research. Available from http://www.nzcer.org.nz/research/publications/ten-years-old-and-competent-fourth-stage-competent-children-project-summary-ma.

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Ola Helenius
    • 1
  • Maria L. Johansson
    • 2
  • Troels Lange
    • 3
  • Tamsin Meaney
    • 3
    Email author
  • Anna Wernberg
    • 4
  1. 1.National Centre for Mathematics, Gothenburg UniversityGothenburgSweden
  2. 2.Luleå Technical UniversityLuleåSweden
  3. 3.Bergen University CollegeBergenNorway
  4. 4.Malmö UniversityMalmöSweden

Personalised recommendations