Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten-Reference-Cited by-同舟云学术

Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten

Published:2023-09-28 Issue: Volume: Page:185-196
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Container-title:Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives
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Author:

Rinvold Reinert A.,Skorpen Leif Bjørn

Abstract

AbstractThis article focuses on kindergarten teachers’ assessment of mathematical proficiencies in Norwegian kindergartens from the perspective of cultural historical activity theory. We discuss how children’s involvement and freedom of change depend on the way proficiencies are observed by kindergarten teachers using an observation scheme developed for this purpose. Mathematical proficiencies are found either to be observed by adult extensions of children’s play or in daily life activities, or activities organized for the purpose of observation. The concepts responsiveness to cultural meaning and play-responsive assessment are introduced and related to the concept play-responsive teaching.

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-37663-4_14

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