The emergence of mathematizing as a culture of participation in the early childhood classroom

Author(s): Kaartinen, Sinikka; Kumpulainen, Kristiina
Date Issued: June, 2012
Description: A study of both the social interaction that characterizes the emergent nature of mathematics in an early care and education classroom and the challenges that emerge in the joint construction of mathematical activity that classroom, based on data from 11 3-year-old children and their kindergarten teacher in a private child care center in northern Finland
show entire record ↓
Journal Title: European Early Childhood Education Research Journal
Volume Number: 20
Issue Number: 2
Page Range: 263-281
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Child Care & Early Education Quality > Process Quality

International Child Care & Early Education > Single-Country Studies
Country: Finland
ISSN: 1752-1807 Online
1350-293X Paper
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Numeracy-related exchanges in joint storybook reading and play Reports & Papers
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Reports & Papers
Informal numeracy skills: The structure and relations among numbering, relations, and arithmetic operations in preschool Reports & Papers
Aligning the construction zones of parents and teachers for mathematics reform Reports & Papers
Relation of instruction and poverty to mathematics achievement gains during kindergarten Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate