Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Results from the POEM5 Conference, 2022

Editorial
Play and Learning
Children’s Perspectives on Mathematics
Teachers’ Competencies
Theorizing Aspects of Early Mathematics Education
Closing the Fifth POEM Conference
Contents
The Development of Mathematical Thinking in Young Children’s Play: The Role of Communicative Tools
	On the History of Developmental Education: The Case of Mathematical Thinking
	Productive Conditions
	When and How Do We Start?
	Discussion and Prospect
	References
A Child Perspective and Children’s Perspectives on Mathematics Learning in Early Childhood Education
	Children’s Education Worldwide
	How Can a Child Perspective and Children’s Perspectives Be of Use in Young Children’s Learning?
		Listening Is Central to Discussions About Democracy and Participation
		To Follow Children’s Interests and to Listen to Children for Their Learning
		Negotiation as the Beginning of Both Learning in and About Democracy and Various Content Areas
	Empirical Research Paves the Way to Education Based on Science?
	How Is Play Related to Learning?
		What Did We Learn From the Project?
	Conclusions
	References
Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics
	Introduction
	Pretend Play and Mathematics From an Historico-Cultural Perspective
	Scaffolding During Pretend Play
	Research Question
	Data
	Methodology and Analysis
	Results
		Guiding a Two-Level Intersubjectivity
		Fostering the Development of an Imaginary Situation
		Raising Awareness on (Potential) Challenges That Can be Resolved Using Mathematical Tools
		Creating Meaning Between Symbolization in the Play and Symbolization in a Cultural Tool
	Discussion
	References
Supporting One-Year-Olds’ Digital Locating: The Mediating Role of the Apps and the Teacher
	Introduction
	Teaching in Digital Environments
	Theoretical Framework
		The Mathematical Activity of Locating
		Artefact-Centric Activity Theory
	Methodology
		Informants and the App
		Analysis
	Findings and Discussion
		Crocro’s Friends Village
		Toca Kitchen
		My PlayHome
	Conclusion
	References
I Can Do It on My Own?! Evaluation of Types of Implementation of Digital Game-Based Learning in Early Mathematics Education
	Introduction
	Theoretical Framework
		Digital Learning
		Fundamental Ideas in Early Mathematics Education
		Learning Supervision and Support in Early Mathematics Education
	Methodolgy
		Methods of Measurement and Analysis
		Research Questions
	Results
		App Use in Comparison of the Different Settings
		The Development of Mathematical Competencies in Comparison of the Different Setting
		On the Development of Thinking Processes
	Discussion
	References
The Tension Between Division and Fair Share
	Introduction
	Background
	Methods
	Results
	Discussion
	References
Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten
	Introduction
	Theoretical Remarks
		Early Mathematical Learning (Through Problem Solving) in Co-construction
		Collective Problem Solving
		Heuristic Strategies of (Collective) Problem Solving
		Problem Solving in the Early Years
		Peer Interactions in Early Mathematical Learning
	Research Desiderata and Questions
	Data and Methodology
		Data Corpus – Block Play with Peers in Everyday Kindergarten Life
		Basis of the Methods of Analysis
		Methodological (Pre)considerations and Methods of Analysis
	Analyses of Empirical Examples of Block Play Situations in Kindergarten
		Analysis of the Ladder Example
		Analysis of the Roof Example
	Empirical Findings
	Conclusion and Outlook
	References
Mathematical and Computational Thinking in Children’s Problem Solving with Robots
	Introduction
	The Intersection of Mathematics and Computational Thinking From Using Robots
	Methodology
	Results and Discussion
		Problem 1
		Problem 2
		Problem 3
	Conclusion
	References
Young Students’ Choice of Representation When Solving a Problem-Solving Task on Combinatorics
	Introduction
	The Combinatorics Task and Representations
	Method
		Selection of Preschool Classes
		The Problem-Solving Lesson
		Interviews and Analysis
	Results
	Discussion
	References
The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers’ Teaching of Mathematics
	Introduction
	The Knowledge Quartet as an Analytical Framework
	Methods and Context
		Context
	Analysis and Results
		Foundation
			Dialogue 1
			Dialogue 2
		Transformation
			Dialogue 3
		Connection
			Dialogue 4
		Contingency
	Discussion
	References
ECE Teachers’ Use of Educational Technology in Early Mathematics Education and Its Association with Teacher and School Characteristics
	Introduction
	Method
	Results
	Discussion
	References
Fostering Responsiveness in Early Mathematics Learning
	Challenges in Early Mathematics Learning
	Responsiveness as a Construct for Analyzing Adult-Child Interactions
	Design Patterns of Mathematical Situations
	Data and Methodology
	Analysis of Two Mathematical Situations of Play and Exploration
		Snail Shell – Mathematical Situation Called “Ropes 01”
	Crosswalk – Mathematical Situation Called “Wooden Sticks 01”
	Empirical Findings Concerning Responsiveness in Mathematical Children-Adult-Interactions Through the Use of Mathematical Design Patterns
	Conclusion and Outlook
	References
Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies
	Introduction
	Theoretical and Empirical Background – Importance of Observing and Diagnosing Children’s Competencies
	Different Ways of Diagnosing – Generating and Recording Information About Children’s Mathematical Competencies
	Design of the Study
		Diagnostic Possibilities in an In-Service Offer
		Two-Part Evaluation
	Results
	Discussion
	References
Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten
	Introduction
	Theory
	Method
	Results
		Responsiveness to Cultural and Personal Meanings
		Children’s Involvement and Freedom During Observation
	Discussion
		Questions for Further Research
	References
Toddlers’ Mathematics and Language – Two Sides of the Same Coin?
	Introduction
	Mathematics and Language
		The Present Study
	Method
	Results
	Discussion
	References
Mathematics in Actions and Gestures – A Young Learner’s Diagrammatic Reasoning
	Introduction
	Theoretical Background – Mathematical Learning as Diagrammatic Reasoning
		Diagrammatic Reasoning with Gestures and Actions
	Research Focus
	Methodology
		Data Generation and Method of Data Analysis
	Empirical Example – The Mathematical Exploration Situation
		The Idea of Number Determination by Counting
		The Idea of Number Determination by Comparing Length and Pattern Structures
	Conclusion
	References
The Real World of Toddler Mathematics
	Introduction
	Mathematizing
	The Play-Oriented Context of Swedish Preschools
	The Study
	“Real World” and Mathematizing in Preschool
		Mathematics But Not Mathematizing
		Mathematics in the Sense of Mathematizing
		Mathematizing in Play
	Discussion
	References
The Appearance of Playfulness in Swedish Preschool Class Mathematics Teaching
	Introduction
	Making Sense and Making Meaning
	Play Orientation in Early Childhood Education
	The Study
	Results
		The Mathematical Content as the Primary Target
		Exploring the Mathematical Content in a Relevant Context
		Parallel Activities
	Discussion
	References
Methodological Choices in Research on Early Mathematics Education: Elicitation of Parents’ Views
	Introduction
	Theoretical Perspective About Parents’ Views
	Data Collection Strategies
	Results and Discussion
		The Individual Context of the Online Survey
		The Context of Interactions in the Photo-Elicited Group Interviews
	Conclusion
	References
Index