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Mathematics Knowledge in Early Childhood: Intentional Teaching in the Third Turn

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Book cover Children’s Knowledge-in-Interaction

Abstract

Research that focuses on the quality of interactions in early childhood settings has shown the importance of attuned responses to facilitate children’s learning. This chapter details the practices of teachers designed to provide opportunities for children to demonstrate, explore and extend their mathematics knowledge. In other words, what intentional teaching looks like, and how it can be achieved in practice. Video-recorded observations of play-based numeracy activities across six early childhood education settings illustrate opportunities for learning and the importance of teacher talk, which is both evaluative and productive in facilitating participation of children with varying competencies.

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Author information

Authors and Affiliations

  1. The University of Melbourne, Melbourne, Victoria, Australia

    Caroline Cohrssen & Amelia Church

Authors
  1. Caroline Cohrssen
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  2. Amelia Church
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Correspondence to Caroline Cohrssen .

Editor information

Editors and Affiliations

  1. Faculty of Education, The University of Waikato, Hamilton, Waikato, New Zealand

    Amanda Bateman

  2. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia

    Amelia Church

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Cohrssen, C., Church, A. (2017). Mathematics Knowledge in Early Childhood: Intentional Teaching in the Third Turn. In: Bateman, A., Church, A. (eds) Children’s Knowledge-in-Interaction. Springer, Singapore. https://doi.org/10.1007/978-981-10-1703-2_5

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  • DOI: https://doi.org/10.1007/978-981-10-1703-2_5

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-1701-8

  • Online ISBN: 978-981-10-1703-2

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