Inside the Mathematics Class
Publication details
| Year: | 2018 |
| DOI: | 10.1007/978-3-319-79045-9 |
| Issued: | 2018 |
| Language: | English |
| Start Page: | 145 |
| End Page: | 164 |
| Editors: | Gellert U.; Knipping Ch.; Straehler-Pohl H. |
| Authors: | Norén E. |
| Type: | Book chapter |
| Book title: | nside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement |
| Publisher: | Springer International Publishing |
| Place: | Cham |
| Topics: | Learning; Internet usage, practices and engagement; Access, inequalities and vulnerabilities; Other |
| Sample: | 24 children aged 6 to 13 in three parallel pre-school classes in Sweden. |
| Implications For Educators About: | STEM Education; Professional development; Other |
Abstract
By taking a socio-political stance towards the positive adoption of iPads to advance mathematical learning, this paper explores mathematical practices in a Swedish preschool class (children aged six to seven) where each young student was provided with a digital tablet. The focus is on how the students’ agency or boundaries emerge in the relational practices between the students and the materials: hands-on-manipulatives as well as digital technology. The paper adopts a socio-material perspective for the analysis of the practices. Both digital technology and the more traditional hands-on-manipulatives are exemplifying materials in the intertwining of human and non-human agency.
Outcome
"Both digital technology and the more traditional hands-on-manipulatives are exemplifying materials in the intertwining of human and non-human agency." (Author, in Abstract)