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Preschool Children Learning Mathematical Thinking on Interactive Tables

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Mathematics Education in the Early Years

Abstract

In many countries around the world, young children use different kinds of information and communication technologies (ICT) on a daily basis. In this chapter, the use of games or apps on these technologies is explored in relationship to children’s learning of mathematical thinking. The work of Biesta on education and socialisation is combined with that of Radford on subjectification and objectification to theorise young children’s learning of mathematical thinking. Two Swedish preschool children’s interactions with a balance game on an interactive table are analysed to consider the value of this theory and what it says about the affordances of the game.

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Author information

Authors and Affiliations

  1. Malmö University, Malmö, Sweden

    Dorota Lembrér

  2. Bergen University College, Bergen, Norway

    Tamsin Meaney

Authors
  1. Dorota Lembrér
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  2. Tamsin Meaney
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Correspondence to Dorota Lembrér .

Editor information

Editors and Affiliations

  1. Bergen University College, Bergen, Norway

    Tamsin Meaney

  2. NCM, Gothenburg University, Gothenburg, Sweden

    Ola Helenius

  3. Luleå Technical University, Luleå, Sweden

    Maria L. Johansson

  4. Bergen University College, Bergen, Norway

    Troels Lange

  5. Malmö University, Malmö, Sweden

    Anna Wernberg

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Lembrér, D., Meaney, T. (2016). Preschool Children Learning Mathematical Thinking on Interactive Tables. In: Meaney, T., Helenius, O., Johansson, M., Lange, T., Wernberg, A. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-319-23935-4_13

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  • DOI: https://doi.org/10.1007/978-3-319-23935-4_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-23933-0

  • Online ISBN: 978-3-319-23935-4

  • eBook Packages: EducationEducation (R0)

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