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

Abstract

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