dc.contributor.author | Flottorp, Vigdis | |
dc.date.accessioned | 2011-02-23T09:31:23Z | |
dc.date.available | 2011-02-23T09:31:23Z | |
dc.date.issued | 2010-12-10 | |
dc.identifier.citation | Flottorp, V. (2010). Hvordan kommer matematisk meningsskaping til syne i barns lek? En casestudie. Nordisk Barnehageforskning, 3 (3), 95-104 | en_US |
dc.identifier.issn | 1890-9167 | |
dc.identifier.uri | https://hdl.handle.net/10642/605 | |
dc.description.abstract | I analyze an episode from field work in a multilingual day-care centre in Oslo. I examine verbal and
non-verbal expressions. The children are 5 years old, and the mathematics is about classification. The children
are creating structure and are seeking meaning. This is a key part of their play. My findings indicate that mathematical
order and structure become conscious experiences to the children. I argue that we cannot know about the
children’s mathematical and communicative competence without knowing the physical context, the play in the
sandpit, and the friendship between the boys. | en_US |
dc.language.iso | nob | en_US |
dc.publisher | Høgskolen i Oslo | en_US |
dc.relation.ispartofseries | Nordisk Barnehageforskning;3 (3) | |
dc.subject | Matematikk | en_US |
dc.subject | Semiotikk | en_US |
dc.subject | Lek | en_US |
dc.subject | Læring | en_US |
dc.subject | VDP::Matematikk og Naturvitenskap: 400::Matematikk: 410 | en_US |
dc.subject | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.title | Hvordan kommer matematisk meningsskaping til syne i barns lek? : en casestudie | en_US |
dc.title.alternative | Mathematical meaning making in children’s play? : verbal and non-verbal forms of expressions | |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |