Collective Memorying of Kindergarten: Children’s Ways of Knowing in Mathematics

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Place, Memory, and Identity: Exploring Students' Ways of Knowing (Table 10)

Abstract

In this paper, we demonstrate how children co-constructed a collective memory of their kindergarten year post Covid-19. Using an interactional ethnographic perspective we discursively analyze across multiple events from a larger ethnography in a first grade classroom. We draw on concepts of language games and collective memory to show how Kindergarten became a shared resource for solving mathematics problems for the children. We center the voices and actions of children to illuminate the complexities of children’s cultural ways of knowing and doing mathematics and how they were taken up amongst the children but were ignored by the teacher. We conclude with reconceptualizing collective memory as collective memorying or a process-oriented action.

Authors

• Audra Skukauskaite, University of Central Florida

• Daniel Edelen, Georgia State University