Att utmana barns taluppfattning i en matematikaktivitet i förskolan
DOI:
https://doi.org/10.7146/nomad.v26i1.149151Abstract
Syftet med denna studie är att visa vad som görs möjligt att erfara om tal i en delningsaktivitet med två treåriga barn i förskola. Den specifika frågeställningen är: Vilka aspekter av tal framträder i en delningsaktivitet mellan lärare och treåringar? I en variationsteoretisk analys av observationer där lärare och barn samspelar i delningsaktiviteten visas hur innebörder av tal som är nödvändiga för att utveckla taluppfattning synliggörs i interaktionen. Analysen visar en progression i hur tal som avgränsad mängd, som en samling av objekt, som del-helhetsrelation samt representationer framträder och hur dessa aspekter blir möjliga att urskilja genom den interaktion som uppstår mellan lärare och barn, där gestaltningar som fingermönster och språk utgör resurser för lärandet.
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