Preschool Children Learning Mathematical Thinking on Interactive Tables
In many countries around the world, young children use different kinds of information and communication technologies (ICT) on a daily basis. In this chapter, the use of games or apps on these technologies is explored in relationship to children’s learning of mathematical thinking. The work of Biesta on education and socialisation is combined with that of Radford on subjectification and objectification to theorise young children’s learning of mathematical thinking. Two Swedish preschool children’s interactions with a balance game on an interactive table are analysed to consider the value of this theory and what it says about the affordances of the game.
KeywordsPreschool Child Mathematical Thinking Balance Game Precise Explanation Interactive Table
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