Children's Engagement in Collective Mathematizing in an Early-Years Classroom: A Semiotic Scaffolding Perspective

• In Event: 54.029 - The Role of Real-World Contexts for Learning Mathematics

Abstract

Drawing on the sociocultural theorising, this study investigates the development of children’s mathematicising activity in an early years classroom. The data consist of videodata of classroom interaction, illuminating the engagement processes of 11 children from the age of three to five years. The analysis focused on the role of pre-symbolic sign vehicles as semiotic tools. The results show how the children’s engagement developed during the two-year period from nonverbal participation to verbal participation, evidenced by the following core elements: attention to numeracy, the learning of number words, object counting and mathematical storytelling. The study underscores the mediational role of semiotic scaffolding in raising the numerical awareness of young children and the teacher’s ability to assist the child in collective mathematising.

Authors

• Sinikka Kaartinen

• Kristiina P. Kumpulainen, University of Helsinki