NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1171620
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0031-3831
Learning about "Half": Critical Aspects and Pedagogical Strategies in Designed Preschool Activities
Björklund, Camilla
Scandinavian Journal of Educational Research, v62 n2 p245-263 2018
This is an empirical inquiry concerning children's concept development and early mathematics teaching. The intention is to broaden the understanding of preschool children's perceptions of the concept "half" (as 1 of 2 equal parts of a whole), in designed mathematics teaching settings. Three teachers working with 4-5-year-old children participate in an in-service program, involving continuous and cooperative reflection and theoretically designed teaching activities. Observations of pedagogical strategies and children's responses reveal that: children show qualitatively different ways of experiencing the same concept; the ways of experiencing are critical for how the intended learning object is perceived; and the dimensions of the learning object are related to each other, suggesting a hierarchical organization of how to perceive aspects of "half."
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A