Abstract
The focus of this chapter is on how teachers respond to children’s resources and their mathematical thinking as they transfer from preschool to primary school. The theoretical framework builds on sociocultural theories. The area of investigation is individuals changing their ways of understanding, perceiving, noticing, and thinking as they collaborate with others. Thus, the emphasis is on classroom cultures and learning environments that promote mathematical learning where all children have a voice and are supported to develop their understanding. The methodological approach comprises narrative inquiry and analysis. Through focus group interviews, narratives are gathered from teachers who work with children in preschool and the early primary grades. We learned that what characterises these teachers is their belief that all children can learn mathematics if learning spaces are created that respect the children’s resources. The teachers analyse children’s mathematical resources and respond to what they bring with them to school as they organise classroom cultures and develop supportive mathematical learning environments.
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Kristinsdóttir, J., Guðjónsdóttir, H. (2015). Mathematics Teachers Responding to Children’s Resources to Create Learning for All. In: Perry, B., MacDonald, A., Gervasoni, A. (eds) Mathematics and Transition to School. Early Mathematics Learning and Development. Springer, Singapore. https://doi.org/10.1007/978-981-287-215-9_8
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