Abstract
Promoting mathematical thinking development in Developmental Education entails getting children involved in communications about mathematical aspects of the playful practices they are engaged in, that is to say in communication and narratives about numerical and spatial relationships in their activities. Learning mathematics aims to provide pupils with the appropriate communicative tools, skills and understandings to take part in cultural activities where mathematical issues are involved. In a deliberate way teachers use the children’s interests and questions for the design and planning of activities with children, that are considered to promote children’s mathematical actions and learning. In the planning process teachers analyse activities with regard to the mathematics involved, with the help of a specific tool (the so-called 3D-model) that articulates the domains, the aims and the didactics. This chapter shows how the 3D-model can be used in teaching mathematics in Developmental Education.
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Fijma, N. (2012). Learning to Communicate About Number. In: van Oers, B. (eds) Developmental Education for Young Children. International perspectives on early childhood education and development, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4617-6_16
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DOI: https://doi.org/10.1007/978-94-007-4617-6_16
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