Barns bruk av digitale verktøy i barnehagen: muligheter for å gjøre seg matematiske erfaringer
DOI:
https://doi.org/10.7146/nomad.v18i3.148511Abstract
Denne artikkelen har som mål å studere hvordan barnehagebarn gjør seg matematiske erfaringer gjennom å bruke digitale verktøy. Ved å ta et sosiokulturelt perspektiv på læring og utvikling studeres den sosiale interaksjonen mellom barn og voksne når disse diskuterer og samhandler med ulike digitale verktøy. Analysene av transkriberte dialoger i to grupper, hver bestående av en voksen og to barn, gir innblikk i det matematiske læringspotensialet som oppstår når barna interagerer med de digitale verktøyene. Dette læringspotensialet knytter seg til de matematiske begrepene telling og tallsymbol, deriblant matematiskteoretiske komponenter som sortering, subitizing, parkobling og kardinalprinsipp. Samtidig viser analysen at interaksjonen med de digitale verktøyene har potensiale til å gi ytterligere næring til approprieringsprosessen av de implisitte matematiske begrepene som finnes i applikasjonene.
References
Bartolini Bussi, M. G. & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom. Artifacts and signs after a Vygotskian perspective. I L. English, M. Bartolini Bussi, G. A. Jones, R. A. Lesh, B. Sriraman & D. Tirosh (red.), Handbook of international research in mathematics education (2nd ed.) (s. 746-783). New York: Routledge.
Bassey, M. (1999). Case study research in educational settings. Buckingham: Open University Press.
Carlsen, M. (2013). Kindergarten teachers orchestrating children's appropriation of mathematical tools. I B. Grevholm, P. S. Hundeland, K. Juter, K. Kislenko & P.-E. Persson (red.), Nordic research in didactics of mathematics: past, present and future (s. 108-129). Oslo: Cappelen Damm.
Carlsen, M. (i trykk). Mathematical learning opportunities in kindergarten through the use of digital tools: affordances and constraints. Nordic Journal of Digital Literacy.
Carlsen, M., Erfjord, I. & Hundeland, P. S. (i trykk). Children's engagement with mathematics in kindergarten mediated by the use of digital tools. In C. Benz, B. Brandt, U. Kortenkamp, G. Krummheuer, S. Ladel & R. Vogel (Eds.), Early mathematics learning. Selected papers of the POEM 2012 conference. Springer Verlag.
Clements, D. & Sarama, J. (2007). Effects of a preschool mathematics curriculum: summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136-163. DOI: 10.2307/30034954 https://doi.org/10.2307/30034954
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.
Fischer, J.-P. (1992). Subitizing: the discontinuity after three. I J. Bideaud, C. Melja. & J.-P. Fischer (red.), Pathways to number. Children's developing numerical abilities (s. 191-208). Hillsdale: Lawrence Erlbaum.
Fuson, K. (1992). Relationships between counting and cardinality from age 2 to age 8. I J. Bideaud, C. Meljac og J.-P. Fischer (red.), Pathways to number. Children's developing numerical abilities (s. 283-306). Hillsdale: Lawrence Erlbaum.
Gelman, R. & Gallistel, C. (1978). The child's understanding of number. London: Harvard University Press.
Hundeland, P. S., Erfjord, I. & Carlsen, M. (i trykk). Use of digital tools in mathematical learning activities in the kindergarten: Teachers' approaches. Proceedings of the Eight Congress of the European Society for Research in Mathematics Education.
Kennewell, S. (2001). Using affordances and constraints in evaluate the use of information and communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10, 101-116. https://doi.org/10.1080/14759390100200105
Kunnskapsdepartementet (2006a). Rammeplan for barnehagens innhold og oppgaver. Oslo: Kunnskapsdepartementet.
Kunnskapsdepartementet (2006b). Temahefte om "IKT i barnehagen". Oslo: Kunnskapsdepartementet.
Ladel, S. & Kortenkamp, U. (2013). An activity-theoretic approach to multitouch tools in early mathematics learning. International Journal of Technology in Mathematics Education, 20 (1), 3-8.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press. https://doi.org/10.1093/oso/9780199256044.001.0001
Leont'ev, A. N. (1979). The problem of activity in psychology. I J. V. Wertsch (red.), The concept of activity in Soviet psychology (s. 37-71). Armonk: M. E. Sharpe.
Lieberman, D. A., Bates, C. H. & So, J. (2009). Young children's learning with digital media. Computers in the Schools, 26, 271-283. https://doi.org/10.1080/07380560903360194
Linell, P. (1998). Approaching dialogue. Talk, interaction and contexts in dialogical perspectives. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/impact.3
Moschkovich, J. N. (2004). Appropriating mathematical practices: a case study of learning to use and explore functions through interaction with a tutor. Educational Studies in Mathematics, 55, 49-80. https://doi.org/10.1023/B:EDUC.0000017691.13428.b9
Plowman, L. & Stephen, C. (2003). A 'benign addition'? Research on ICT and pre-school children. Journal of Computer Assisted Learning, 19, 149-164. https://doi.org/10.1046/j.0266-4909.2003.00016.x
Radford, L. (2003). Gestures, speech, and the sprouting of signs: a semiotic- cultural approach to students' types of generalization. Mathematical Thinking and Learning, 5 (1), 37-70. https://doi.org/10.1207/S15327833MTL0501_02
Resnick, L. B., Pontecorvo, C. & Säljö, R. (1997). Discourse, tools, and reasoning. Essays on situated cognition. I L. B. Resnick, R. Säljö, C. Pontecorv. & B. Burge (red.), Discourse, tools, and reasoning. essays on situated cognition (s. 1-20). Berlin: Springer-Verlag. https://doi.org/10.1007/978-3-662-03362-3
Rogoff, B. (1990). Apprenticeship in thinking. Cognitive development in social context. New York: Oxford University Press. https://doi.org/10.1093/oso/9780195059731.001.0001
Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. I J. V. Wertsch, P. del Rí. & A. Alvarez (red.), Sociocultural studies of mind (s. 139-164). Cambridge University Press. https://doi.org/10.1017/CBO9781139174299.008
Roth, W.-M. (2001). Gestures: their role in teaching and learning. Review of Educational Research, 71 (3), 365-392. https://doi.org/10.3102/00346543071003365
Säljö, R. (2001). Læring i praksis. Et sosiokulturelt perspektiv. Oslo: Cappelen.
Säljö, R. (2005). Lärande & kulturella redskap. Om lärprocesser och det kollektiva minnet. Stockholm: Norstedts Akademiska Förlag.
Sarama, J. & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181-189. https://doi.org/10.1016/j.ecresq.2004.01.014
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.
Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: guiding students' command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281-307. https://doi.org/10.1007/s10758-004-3468-5
Trouche, L. (2005). An instrumental approach to mathematics learning in symbolic calculator environments. I D. Guin, K. Ruthve. & L. Trouche (red.), The didactical challenge of symbolic calculators. Turning a computational device into a mathematical instrument (s. 137-162). Boston: Springer Verlag. https://doi.org/10.1007/0-387-23435-7_7
Vérillon, P. & Rabardel, P. (1995). Cognition and artefact: a contribution to the study of thought in relation to instrumented activity. European Journal of Psychology in Education, IX (3), 77-101 https://doi.org/10.1007/BF03172796
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. New York: M.I.T. Press.
Wagner, J. (1997). The unavoidable intervention of educational research: a framework for reconsidering research-practitioner cooperation. Educational Researcher, 26, 13-22. https://doi.org/10.3102/0013189X026007013
Wells, G. (1999). Dialogic inquiry: towards a sociocultural practice and theory of education. Cambridge University Press. https://doi.org/10.1017/CBO9780511605895
Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195117530.001.0001
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
