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Title: | From everyday to scientific (mathematical) concepts : a Vygotskian interpretation of a young child’s speech |
Authors: | Farrugia, Marie Therese |
Keywords: | Mathematics -- Study and teaching -- Malta Early childhood education Creative activities and seat work Language and education Speech |
Issue Date: | 2021 |
Publisher: | Sociedad Española de Investigación en Educación Matemática |
Citation: | Farrugia, M. T. (2021). From everyday to scientific (mathematical) concepts : a Vygotskian interpretation of a young child’s speech. AIEM - Avances de Investigación en Educación Matemática, 19, 86-99. |
Abstract: | In Early Childhood settings, children are considered to learn through play. In this paper I report on a case-study of a four-year-old boy playing with loose parts. As he played, I interacted with him by commenting and asking questions. My aim was to include mathematics in his play. My analysis involved a micro-examination of the interaction to trace the child’s language over the sessions. The theoretical framework employed was Vygotsky’s distinction between everyday and scientific concepts and his theory of play. I noted that the interactive contexts supported the child to use certain words in association with others. In particular, he started to link the words big/small with numbers, thus quantifying size, which is the foundation of measurement. In line with the importance afforded to speech by Vygotsky, I was able to trace the role played by words in the child’s progression from everyday (play) concepts to scientific (mathematical) concepts. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/99654 |
Appears in Collections: | Scholarly Works - FacEduECPE |
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From_everyday_to_scientific_(mathematical)_concepts_a_Vygotskian_interpretation_of_a_young_child’s_speech_2021.pdf Restricted Access | 334.58 kB | Adobe PDF | View/Open Request a copy |
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