Early Math in a Preschool Context: Spontaneous Extension of the Digital into the Physical
Study details
| Year: | Not reported |
| Scope: | National |
| Countries: | Sweden |
| Methodology: | Empirical research – Mixed methods |
| Methods of data collection: | Interview; Focus group; Secondary analysis; Textual / documentary / content analysis; Ethnography / participant observation; Other |
| Other Methodology: | Video observation |
| Researched Groups: | Children |
| Children Ages: | Preschool (0-5 Years old); Kids (6-10 Years old) |
| Funder: | The Wallenberg Foundations, the Swedish School Research Institute (Skolforskningsinstitutet), and Lund University |
| Funder Types: | University; Foundation; National Government / Ministry |
| Has Formal Ethical Clearance: | Yes |
| Consents: | Consent obtained from parents; Consent obtained from teachers / caretakers; Consent obtained from children |
| Informed Consent: | Consent obtained |
| Ethics: | Ethical considerations and/or protocol mentioned in the research design |
| URL: | https://www.diva-portal.org/smash/get/diva2:1461456/FULLTEXT01.pdf |
| Data Set Availability: | Not mentioned |
Goals
"1. (How) was digital math content moved out to the physical room – in other words, how was it extended into the physical preschool environment – by children and teachers?
2. Which elements of the game and the interventions inspired, scaffolded and provided affordances for children and teachers to make such extensions?
3. What were the implications of such extensions for children’s learning of early math?"
(Authors, 134)