Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy

Authors

Francesca Granone
Elin Reikerås

Abstract

This study examines how early childhood education and care teachers can support children’s mathematical learning in the context of playing with a coding toy (a robot). Video recordings of the interactions that occurred between a teacher and four 3- to 5-year-old pupils while they played with a robot (three hours per week over the course of a month) were analysed based on the theoretical framework of semiotic mediation for mathematics education. The results highlight the fact that the coding toy can be viewed as an artefact for accomplishing a didactic mathematical objective through teacher support, including factors such as problem-solving, counting and measuring.

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Published

2023-12-01

How to Cite

Granone, F., & Reikerås, E. (2023). Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy. NOMAD Nordic Studies in Mathematics Education, 28(3-4), 55–76. Retrieved from https://tidsskrift.dk/NOMAD/article/view/149071