Research hypothesis is that the changes made in the course educational strategies and methodological implications, creates learning variation and conditions for the students’ individual mathematical development. This study investigates how students perceive and express both knowledge and experience of aesthetic dimensions in mathematics and mathematical structure of aesthetics in their own practice. Initially, this study began as a reflection on students’ attitudes and beliefs about mathematics as a subject, the meaning of mathematics in early childhood education but also reflection on a clearly expressed mistrust when it comes to aesthetic in the mathematics education―more specifically the puppet play as a method. The majority of the students also describe a self-image according to which they do not perceive themselves as mathematical or do not see mathematics as a general human ability to handle their everyday life (Ginsburg, Lee, & Boyd, 2008 Lundin, 2008 Palmer, 2011). Really mathematics is difficult for children and I guess it’s hard to get their attention with just a puppet. Do not think mathematics and aesthetics are a good combination. For example: Never generally been interested in mathematics or aesthetics. Besides theoretical knowledge the students have also been given the opportunities to practice aesthetic activities as a way to develop creative ability and didactic skills in mathematics.ĭuring the course introduction, several students usually express a negative attitude towards mathematics and the combination including manufacturing and use of puppets. In our university the “Children’s early mathematics learning” is a ten-week long course placed in the second year. This also varies educational strategies to supply and develop student’s ability of an approach that consciously encourage children’s different ways of learning, understanding and using mathematics in everyday life. Īround the country future preschool teachers study mathematics based on local various curricula of the university, which in practice means that the extent, structure, content and methods vary. That means a way of working through the playful, investigative and creative learning processes (Björklund, 2010 Carruthers & Worthington, 2011 Forsberg Ahlcrona & Pramling Samuelsson, 2014 Lundström, 2015). Preschool teacher education in Sweden is 3, 5 years long and often refers to methods that according to the preschool’s educational tradition, means learning through different aesthetic expression and activities. The content of mathematics in preschool is described both as a subject and as a way of developing children’s abilities and skills to make use of mathematical thinking in different contexts. The curriculum for preschool in Sweden-Swedish National Agency for Education (Lpfö98/2010), specified basic mathematics as a particular area and a goal for children’s development and learning. The results show that the methodological implications in the course ’ s organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages of mathematics could be varied and concretized by new methodological strategies. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The data collection consists of texts from 73 students. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. In all teacher education in Sweden, mathematics in preschool is taught in different ways, which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. & amp amp amp amp lt script language='javascript1.This study explores students’ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. Small Elementary (opens in new window/tab) Spirit Elementary (opens in new window/tab).Read-Pattillo Elementary (opens in new window/tab). Longstreet Elementary (opens in new window/tab) Port Orange Elementary (opens in new window/tab).Palm Terrace Elementary (opens in new window/tab).Holly Hill School K-8 (opens in new window/tab).Starke Elementary (opens in new window/tab) Edgewater Public Elementary (opens in new window/tab).
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