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Mathematical Understanding in Transition from Kindergarten to Primary School: Play as Bridge Between Two Educational Institutions

  • Dorothea TubachEmail author
  • Marcus Nührenbörger
Chapter

Abstract

German kindergarten and Grundschule (“primary school”) are characterized by different conditions concerning the organization of learning processes. This situation places particular demands on the arrangement of linked and coherent mathematical learning environments in transition from more informal to formal learning situations. Particularly the relational understanding of numbers is one important objective for mathematical learning during the transition. In our qualitative study, we developed three “complementary playing and learning environments” (CLEs) and observed how 20 children explored and discussed relationships between numbers in the last year of kindergarten and the first year of school. We focus on the institutional similarities and differences and discuss them with regard to the arrangement of playing and learning environments in kindergarten and primary school.

Keywords

Primary School Learning Environment Mathematical Learning Learning Situation Kindergarten Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.TU Dortmund UniversityDortmundGermany

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