Discourses in kindergarten and how they prepare for future decontextualised learning of mathematics

Judith Jung (1) , Marcus Schütte (1)

1 TU Dresden - Technische Universität Dresden = Dresden University of Technology

Abilities in using decontextualised linguistic forms seem to be of great importance for subject-specific learning in school, including the learning of mathematics. However, the basic elements for mastery of these competences are usually not taught in school, but are assumed. Where can young learners gain these abilities? Based on Cloran and Hasan's investigation of mother-child discourses, the ongoing study presented in this paper analyses preschool learning in kindergarten and compares this with mathematical learning in primary school Year 4. The goal is to investigate to what extent the linguistic discourse in kindergarten and primary school gives children the opportunity to achieve mathematics-specific discursive competences that allow them to participate successfully in the discourse of the mathematics classroom .

Mots clés: Academic language; kindergarten; decontextualised discourse; early mathematics learning

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Judith Jung, Marcus Schütte. Discourses in kindergarten and how they prepare for future decontextualised learning of mathematics. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1414-1420. ⟨hal-01287678⟩