Chances and obstacles of ‘indirect’ learning processes in situations with preschool teachers

International audienceFrom a co-constructive perspective, interactions are key variables for learning processes. In the context of learning preschool mathematics, these interactions are often characterized by ‘indirect’ negotiations of mathematical meaning: while, on the surface, everyday problems are discussed, ‘mathematically rich contents’ are nevertheless involved and negotiated latently in these interactions. The following paper focuses on such interactions that emerge in situations with preschool teachers and children in self-designed learning situations in German “Kindergärten”. I will point out how different forms of interactive support entail different opportunities for the children to participate in the interaction and especially in the ‘mathematically rich contents’ of the ‘indirect’ learning situations

Reconstruction of teachers' professional vision concerning important aspects of classroom interaction

International audienceParticipation in classroom interactions gives students the opportunity to learn subject-specific topics and to acquire discourse competences. Hence, there is a multitude of research concerning arrangements which enable learners to successfully participate. But what counts as an adequate contribution, enabling students to successfully participate in mathematical classroom interactions and, especially, what counts from the teach-ers' perspective? Based on the fact that the teachers' perspective on adequacy of considerations in interactions highly influences the teachers' acting and support in the classroom, the study INTERPASS investigates the teachers' perspective within video stimulated group discussions. One of the identified motives of the teachers' perspectives is presented in detail in the following

Geometry lessons as a catalyst for the participation of all learners in mathematics lessons in primary school? Empirical studies on the responsiveness of interactions in geometric and arithmetic teaching situations

International audienceBased on the thesis that it is easier to support the participation of all learners in classroom interactions in the field of geometry in primary school than in the field of arithmetic, this article focuses on the interactional support of children's participation by teachers in geometric and arithmetic classroom situations in the context of heterogeneous groups. Using the construct of responsiveness, it is worked out to what extent the opportunities of all children to participate in geometrically-oriented interactions can depend decisively on the content-related and linguistic design of the process of interactive negotiation and whether in the domain of geometry-as compared to arithmetic-interactive "moves" of the teachers which have a beneficial effect on the participation opportunities of the children can be reconstructed to a particular extent

The multifaceted argumentative structuring of peer interactions in block play situations: Opportunities for early mathematical learning

International audienceSince the 2000s, early co-constructive mathematical learning in kindergarten has been the focus of political discussion and mathematics didactic research. This is based on the fact that kindergarten is the first place for subject-specific mathematical learning, alongside socialization in the family. The focus of research on this first institutional learning in kindergarten is often on the interactions between children and preschool teachers, which are depicted as a key variable for learning. Beyond this, it is the interactions between peers that take up a large part of the time in everyday kindergarten life. In these interactions, children negotiate a variety of topics that are relevant to them. In the following article, these peer interactions in block play situations and especially collective argumentation processes in these interactions are the focus of the research interest

The multifaceted argumentative structuring of peer interactions in block play situations: Opportunities for early mathematical learning

International audienceSince the 2000s, early co-constructive mathematical learning in kindergarten has been the focus of political discussion and mathematics didactic research. This is based on the fact that kindergarten is the first place for subject-specific mathematical learning, alongside socialization in the family. The focus of research on this first institutional learning in kindergarten is often on the interactions between children and preschool teachers, which are depicted as a key variable for learning. Beyond this, it is the interactions between peers that take up a large part of the time in everyday kindergarten life. In these interactions, children negotiate a variety of topics that are relevant to them. In the following article, these peer interactions in block play situations and especially collective argumentation processes in these interactions are the focus of the research interest