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Using variation theory to analyze what preschool children experience exemplified by wholes and parts as the object of learning
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Learning Design (LeaD).
2010 (English)In: The 4th International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I: June 29th - July 2nd, 2010, Orlando, Florida, USA / [ed] Carrasquero, J. V., Holmqvist, M., McEachron, D., Tremante, A., Welsch, F., Winter Garden, FL, USA: International Institute of Informatics and Systematics , 2010, 8-11 p.Conference paper, Published paper (Refereed)
Abstract [en]

Preschool children's learning is the subject of this study. Three children aged 4, 5 and 6 participated. The data consists of individual interviews with the children before and after the intervention and a videotaped intervention. Our results show that children seem to see a whole as something that is not cut into pieces, no matter what i looks like. They do not necessarily refer to the whole when they see a half, nor do they imagine the halves or quarters in a whole that is not cut into pieces. On the other hand, if they see halves they do not have any difficulty putting them together into a whole, but this happens when they can see the material in front of them. The results reveal some interesting findings, pointing at the natural flexibility small children have in discerning a half in relation to a whole insteac of in relation to a representation (like a full circle). On the other hand - the children show difficulties in seeing what parts a whole can be divided into. This is the other way around, as children in higher grades with a view of the circle as the correct representation of a whole, which sometimes makes it hard to manage problem solving at higher grades where flexibility in how to understand proportions is needed.

Place, publisher, year, edition, pages
Winter Garden, FL, USA: International Institute of Informatics and Systematics , 2010. 8-11 p.
Keyword [en]
variation theory, preschool, learning study, mathematical concepts
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-7143ISBN: 978-1936338-05-4 (print)OAI: oai:DiVA.org:hkr-7143DiVA: diva2:346257
Conference
The 4th International Multi-Conference on Society, Cybernetics and Informatics
Available from: 2010-08-31 Created: 2010-08-31 Last updated: 2013-04-26Bibliographically approved

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Holmqvist, MonaTullgren, CharlotteBrante, Göran

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Avdelningen för PedagogikForskningsmiljön Learning Design (LeaD)Forskningsmiljön Arbete i skolan (AiS)
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Citation style
  • apa
  • harvard1
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More styles
Language
  • de-DE
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