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ERIC Number: EJ1026361
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Less Is More--Mathematical Manipulatives in Early Childhood Education
Björklund, Camilla
Early Child Development and Care, v184 n3 p469-485 2014
This article is a discussion drawing on a learning study with a teacher working with one- and two-year-olds. The focal interest is a scrutiny of the use of manipulative objects, emanating from observations of a teacher's and children's use of, and responses to the use of, different objects. The concept of size and the notions "large" and "small" are offered as authentic examples and analysed in terms of the variation theory of learning. Main findings are that mathematics learning in early childhood will benefit from a greater attention to how teachers can make use of specific objects for certain pedagogical purposes. Analysis reveals the necessity to pay attention to how the aspects of the learning object can be discerned by the children, given that fewer features offer more learning opportunities. The teacher's role as a guide is, though, considered essential in supporting the children's discerning act through both verbal and visual means.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A