Activities and values in school-age educare mathematics.

Autor/inn/en	Wallin, Anna; Valero, Paola; Norén, Eva
Titel	Activities and values in school-age educare mathematics.
Quelle	In: International journal for research on extended education, 9 (2021) 1, S. 45-56 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:26578 10.3224/ijree.v9i1.05
URN	urn:nbn:de:0111-pedocs-265784
Schlagwörter	Enkulturation; Ganztagsbetreuung; Lernaktivität; Mathematik; Schweden
Abstract	Based on an empirical study of policy enactment and mathematical enculturation in Swedish school-age educare, a conceptualization of mathematics as the assemblage of "activities" and "values" is proposed. Observations were analysed using policy enactment theory and the lens of mathematical activities. The result shows that making creations, describing relationships and addressing problems are mathematical activities evident in the practices of school-age educare. Values of plausibility, critical stance and connectedness are evident. This alternative conceptualization of mathematics offers possibilities for respecting a balance between education and care in practice. The result opens for alternative ways of thinking about mathematics as a complementing and compensating area that resists the tendency towards "schoolification" in educare. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1