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Title
Activities and values in school-age educare mathematics
Authors
SourceInternational journal for research on extended education : IJREE 9 (2021) 1, S. 45-56 ZDB
Document  (1.172 KB)
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2196-3673; 2196-7423; 21963673; 21967423
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Based on an empirical study of policy enactment and mathematical enculturation in Swedish school-age educare, a conceptualization of mathematics as the assemblage of "activities" and "values" is proposed. Observations were analysed using policy enactment theory and the lens of mathematical activities. The result shows that making creations, describing relationships and addressing problems are mathematical activities evident in the practices of school-age educare. Values of plausibility, critical stance and connectedness are evident. This alternative conceptualization of mathematics offers possibilities for respecting a balance between education and care in practice. The result opens for alternative ways of thinking about mathematics as a complementing and compensating area that resists the tendency towards "schoolification" in educare. (DIPF/Orig.)
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Date of publication02.06.2023
CitationWallin, Anna; Valero, Paola; Norén, Eva: Activities and values in school-age educare mathematics - In: International journal for research on extended education : IJREE 9 (2021) 1, S. 45-56 - URN: urn:nbn:de:0111-pedocs-265784 - DOI: 10.25656/01:26578; 10.3224/ijree.v9i1.05
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