How Can a Father Be Supportive for the Mathematics Learning Process of a Child? – The Relationship Between Scaffolding and the Interactional Niche in the Development of Mathematical Learning in the Familial Context

  • Ergi Acar Bayraktar


This chapter focuses on a father-child interaction during block play, which shapes the child’s mathematical experiences and mathematics learning process. With the aim of analyzing and discussing such interaction process in detail, the negotiation of taken-as-shared meanings during block play is observed. For this, the concept of the interactional niche in the development of mathematical thinking is used. This concept sheds light on questions of how a father, as one of the main parts of family systems, uses some scaffolding functions and how such interaction process enables a child to learn mathematics in a play situation. The result demonstrates that the play with father takes place as a social act for the child, and the interaction process with father provides the child an effective mathematics learning process, and an interactional niche in the familial context emerges. It can be concluded that familial systems have crucial effects on the scaffolding process.


Family interactional niche Father Scaffolding Block play Early childhood Familial context Geometry Interaction Scaffold learning Family systems Leeway of participation Negotiation of taken-as-shared meanings 


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© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Ergi Acar Bayraktar
    • 1
  1. 1.Institut für Didaktik der Mathematik und der InformatikGoethe University FrankfurtFrankfurtGermany

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