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Trude Fosse; Troels Lange; Tamsin Meaney
Nordisk barnehageforskning, 04/2023, Volume: 20, Issue: 2Journal Article
Med gjeninnføring av lek i skolens læreplan er det behov for å vurdere hvordan lek har vært knyttet til matematikk i barnehagen. Vi bruker en modell som kobler sammen barns lek med det å stille og å løse problemer, til å analysere barnehagebarns engasjement med digitale apper og til andreklassingers skriving av regnefortellinger. Analysen viser hvordan lek kan oppstå når barna stiller problemer, og når de prøver ut ulike løsningsstrategier. Vi anser at resultatet av forskningen kan gi innsikt til matematikklærere i de første skoleårene om lekens potensial i arbeid med problemstilling og problemløsning. English abstract Play with problems With the reintroduction of play in the school’s curriculum, there is a need to assess how play has been linked to mathematics in kindergarten. We use a model that connects children’s play with posing and solving problems to analyse kindergarten children’s involvement with digital apps and 2nd grade students’ writing of regnefortellinger or number stories. The analysis shows how play can occur when the children pose problems and when they try out different solution strategies. We believe that the results of the research can provide insight to mathematics teachers in the first years of school about the potential for play in problem posing and problem solving.
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