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Teachers’ Interpretation of Mathematics Goals in Swedish Preschools

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Mathematics Education in the Early Years

Abstract

The purpose of this chapter is to investigate how two preschool teachers interpret the mathematical goals outlined in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers’ interpretation and implementation of the mathematics goals, the consequences in the form of qualification, socialisation and subjectification will be discussed.

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Author information

Authors and Affiliations

  1. Malmö University, Malmö, Sweden

    Laurence Delacour

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  1. Laurence Delacour
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Correspondence to Laurence Delacour .

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Editors and Affiliations

  1. Bergen University College, Bergen, Norway

    Tamsin Meaney

  2. NCM, Gothenburg University, Gothenburg, Sweden

    Ola Helenius

  3. Luleå Technical University, Luleå, Sweden

    Maria L. Johansson

  4. Bergen University College, Bergen, Norway

    Troels Lange

  5. Malmö University, Malmö, Sweden

    Anna Wernberg

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Delacour, L. (2016). Teachers’ Interpretation of Mathematics Goals in Swedish Preschools. In: Meaney, T., Helenius, O., Johansson, M., Lange, T., Wernberg, A. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-319-23935-4_22

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  • DOI: https://doi.org/10.1007/978-3-319-23935-4_22

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-23933-0

  • Online ISBN: 978-3-319-23935-4

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