The Complexity of Teaching Mathematics in Kindergarten: A Case Study and Conceptualization

  • Per-Einar SæbbeEmail author
  • Reidar Mosvold


Numerous studies have investigated children’s mathematical thinking and learning. In comparison, fewer studies have investigated mathematics teaching in kindergarten and preschool. The present study contributes to the field by illustrating the complexity of the work of teaching mathematics in kindergarten. From an empirically grounded analysis of an instance of mathematics teaching in a Norwegian kindergarten context, we propose mathematical tasks that are embedded in the work of teaching mathematics in kindergarten, and discuss how the work of teaching is constituted by such tasks. This study illustrates how the work of teaching mathematics is complex—also in a social pedagogy kindergarten tradition that emphasizes free play and learning from everyday situations.


Tasks of teaching Kindergarten Mathematical questions Discussions Conceptualizing Complexity Professional work Social pedagogy kindergarten tradition 


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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of StavangerStavangerNorway

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