Preschool Children's Mathematical Arguments in Play-Based Activities

Autor/in	Nergård, Beate
Titel	Preschool Children's Mathematical Arguments in Play-Based Activities
Quelle	In: Mathematics Education Research Journal, 35 (2023), S.193-216 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nergård, Beate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00395-6
Schlagwörter	Mathematics Instruction; Persuasive Discourse; Play; Interpersonal Communication; Preschool Children; Interaction; Adults; Role + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Persuasion; Persuasive Kommunikation; Spiel; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Rollen
Abstract	The present study examines the structure and mathematical content of children's mathematical arguments as part of communication in play-based activities. It shows how Nordin and Boistrup's (The Journal of Mathematical Behavior 51:15-27, 2018) framework for identifying and reconstructing mathematical arguments, which includes Toulmin's model of argumentation, the notion of anchoring (Lithner, Educational Studies in Mathematics 67:255-276, 2008) and a multimodal approach, can be used to identify and explore preschool children's mathematical arguments. Two different types of argument that occurred during play-based activities were identified: partial arguments and full arguments. The findings reveal the extensive use of multimodal interactions in all parts of the children's mathematical arguments. Moreover, the findings point to the crucial role of adults as dialogue collaborators in the argumentation that emerges in the play-based activities. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01