Intersecting Language Repertoires When 4-Year-Olds Count

  • David WagnerEmail author
  • Annica Andersson
Part of the ICME-13 Monographs book series (ICME13Mo)


In this chapter, we consider an interaction among a researcher and four 4-year-old boys who were asked to count beans. By recognizing multiple discourses at play, we problematize the identification of this (and other) interaction as a mathematical (or counting) situation. We identify aspects of the children’s language repertoires and consider how they index various discourses and authority structures. We ask how these discourses intersect in the interaction, and then identify potential implications for education practice and research.


Authority Positioning Counting Early childhood Discourses 



This research was supported by the Social Sciences and Humanities Research Council of Canada, as part of a grant entitled “Students’ language repertoires for investigating mathematics” (Principal Investigator: David Wagner).


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of New BrunswickFrederictonCanada
  2. 2.Malmö UniversityLundSweden

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