Abstract
Future citizens need a basic proficiency in mathematics, usually referred to as mathematical literacy. This article argues that mathematical literacy can be fostered from an early age by helping children with exploring their actual play situations from the perspective of number, and with translating number related problems into thinking objects that are accessible for mathematical refinement (i.e. mathematising). Through observational studies of young children’s play it is found that this mathematising can meaningfully take place in the context of young children’s play, and is strongly related children’s learning to communicate about number in a coherent way, rather than by training them on number operations. The article presents evidence from case studies that support the claim that early mathematising in young children involves at least three dimensions: involving children in mathematising activities, helping them to invent symbolic means for referring to number aspects of reality (communicating with number), and guided examination of properties of number (communicating about number). Its is concluded that young children’s mathematical orientation in the world can be fostered in the context of children’s play under the guidance of a teacher who helps children with improving their way of communicating about number.
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Notes
- 1.
All measurements were made with reliable and valid tests. Mathematical skill and Vocabulary were measured with instruments published by the Dutch national test institute (CITO). Narrative competence was measured by an instrument that was produced and validated in several studies in our own department.
- 2.
Thanks to Niko Fijma who communicated this event to me on a video clip.
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van Oers, B. (2013). Communicating About Number: Fostering Young Children’s Mathematical Orientation in the World. In: English, L., Mulligan, J. (eds) Reconceptualizing Early Mathematics Learning. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6440-8_10
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