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

Abstract

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