Learning interventions supporting numerosity in three year old children

Reinert A. Rinvold (1) , Hans Erstad (1)

1 Hedmark University College

This paper reports from a preliminary qualitative case study and accompanying theoretical considerations in preparation for a study of interventions designed to support the learning of numerosity in three year old children in a Norwegian kindergarten. Teaching interventions are analysed and discussed both from the perspective of children's learning and the teacher's mediation. Luis Radford's theory of objectification is used as theoretical framework. This is a new approach, as most research papers in the field use quantitative methods and a cognitive approach. Our study indicates that preschool teachers face challenges in taking the perspective of the children they teach, and that knowledge of children's learning phases and assessment of children is needed to improve teaching.

Mots clés: Numerosity; objectification; give-N task; parallel individuation system

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

Reinert A. Rinvold, Hans Erstad. Learning interventions supporting numerosity in three year old children. 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.1968-1974. ⟨hal-01288494⟩