Cristin-prosjekt-ID: 642259
Sist endret: 13. desember 2023, 11:53

Cristin-prosjekt-ID: 642259
Sist endret: 13. desember 2023, 11:53
Prosjekt

A design study on early learning of mathematics: Perception, cognition and measurement of numbers and additive strategies in body-spatial interaction

prosjektleder

Morten Bjørnebye
ved Institutt for matematikk, naturfag og kroppsøving ved Høgskolen i Innlandet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Høgskolen i Innlandet

Klassifisering

Vitenskapsdisipliner

Matematikk • Fagdidaktikk

Emneord

Case-studie • Action design research

HRCS-forskningsaktivitet

  • 2.1 Biologiske og indre faktorer
  • 2.2 Faktorer knyttet til fysisk miljø
  • 2.5 Forskningsdesign og metodologi (årsaksforhold)

Kategorier

Prosjektkategori

  • Anvendt forskning
  • Doktorgradsprosjekt

Tidsramme

Aktivt
Start: 1. august 2017 Slutt: 1. august 2024

Beskrivelse Beskrivelse

Tittel

A design study on early learning of mathematics: Perception, cognition and measurement of numbers and additive strategies in body-spatial interaction

Populærvitenskapelig sammendrag

This design study on early learning in mathematics concerns the relation between nonverbal and verbal representations of magnitudes and the formation of the number concept of 3-5 year olds in full bodily-spatial interaction. The design aims to support 3-5 years olds ability to embody quantifiable spatial structures and dialectically use number words and number-metaphors to communicate and reflect upon embodied experiences, and environmental and designed affordances. Intervention will be conducted in kindergarten for testing, refinement and modification of the design, and for producing verbal- and non-verbal data-material for case analysis. The overarching research question is as follows: “How is the cardinal concept of numbers perceived and conceptualized by 3-5 years old children in body-spatial interaction, and how can their competences in the cardinal concept be measured?” This research question has been elaborated into articles.

  1. Subset-knowers’ cross-domain mapping of numerosity in path navigation
  2. Pre-schoolers’ ability to synchronise multiple representations of numerosity in embodiment of a counting-on-strategy
  3. Analysing 3- and 4- year olds strategies in a ‘Part-Part-Whole’-task from a numeracy perspective

The objective is to contribute to a more comprehensive understanding of early learning of numbers in embodied interaction outdoors.

Vitenskapelig sammendrag

Understanding of cardinality is at the core of the number concept, but children find it challenging to grasp the meaning of numerosity (Fluck et al., 2005). Moreover, the ontological and epistemological nature of the cardinal concept seems to be in dispute, and more research on children’s early development of the number concept in natural settings is needed (Reikeras et al., 2012).
            This design study on early learning in mathematics concerns the relation between nonverbal and verbal representations of magnitudes and the formation of the number concept of 3-5 year olds in full bodily-spatial interaction. The overarching objective is to investigate how the cardinal concept of numbers is perceived, conceptualized and measured in an embodied design outdoors in the vicinity of the kindergarten. The design aims to support 3-5 years olds ability to embody quantifiable spatial structures and dialectically use number words and number-metaphors to communicate and reflect upon embodied experiences, and environmental and designed affordances. Intervention will be conducted in kindergarten for testing, refinement and modification of the design, and for producing verbal- and non-verbal data-material for a multi-case analysis. The study is abductive and applies both explorative and explanatory approaches to the investigated phenomena, and combines theory building and theory testing. To achieve theory triangulation, models of core knowledge systems, conceptual metaphor theory and embodied cognition will be used as main theoretical stands. Moreover, the notion conceptual mapping will serve as a structuring framework for the analyses of the relation between cognitive structures and observable non-verbal and verbal representations of numerosity.  We will also use and elaborate on the knower-level theory of how children represent numbers as develop by Lee and Sarnecka (2010), which is based on the Give-N-task for assessing understanding of cardinality (Schaeffer et al., 1974).

The research question elaborated in sub-questions and articles

The overarching research question is as follows: “How is the cardinal concept of numbers perceived and conceptualized by 3-5 years old children in body-spatial interaction, and how can their competences in the cardinal concept be measured?”

          This research question has been elaborated into articles.

1) Subset-knowers’ cross-domain mapping of numerosity in path navigation

2) Pre-schoolers’ ability to synchronise multiple representations of numerosity in embodiment of a counting-on-strategy

3) Analysing 3- and 4- year olds strategies in a ‘Part-Part-Whole’-task from a numeracy perspective

The objective is to contribute to a more comprehensive understanding of early learning of numbers in embodied interaction outdoors.

Metode

This study is at an overarching level framed as a design study on early learning of mathematics. Based on transcripts of data collected from interventions in two kindergartens, pattern- and cross case analyses will be conducted to examine the various research questions. The ethical aspects are safeguarded through informed consent from children, parents and staff, and quality assured through approval issued by NSD. Moreover, I emphasize that the intervention and evaluation will take place in a manner that does not expose children to unpleasant or stigmatizing situations related to failures or shortcomings. Overall, I will do my best to conduct research with a high degree of ethical awareness and professional integrity (c.f. Høgskolen i Hedmark, 2013).

Utstyr

Design of matrixes on the ground. 

prosjektdeltakere

prosjektleder

Morten Bjørnebye

  • Tilknyttet:
    Prosjektleder
    ved Institutt for matematikk, naturfag og kroppsøving ved Høgskolen i Innlandet

Thorsteinn Josef Sigurjonsson

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for folkehelse- og idrettsvitenskap ved Høgskolen i Innlandet
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Resultater Resultater

Full-body interaction in young children’s modelling of counting-based addition.

Bjørnebye, Morten. 2022, Nordisk matematikkdidaktikk. HINNVitenskapelig artikkel

Young children’s grounding of mathematical thinking in sensory-motor experiences.

Bjørnebye, Morten. 2021, Høgskolen i Innlandet. HINNDoktorgradsavhandling

Young Children’s Cross-Domain Mapping of Numerosity in Path Navigation.

Bjørnebye, Morten; Sigurjonsson, Thorsteinn Josef. 2020, Springer Nature. HINNVitenskapelig Kapittel/Artikkel/Konferanseartikkel

A CASE STUDY ANALYSING SUBSET-KNOWERS’ CROSS-DOMAIN MAPPING OF NUMEROSITY IN PATH NAVIGATION FROM A PERSPECTIVE OF CONCEPTUAL METAPHOR THEORY.

Bjørnebye, Morten; Sigurjonsson, Thorsteinn Josef. 2018, POEM 2018 . HINNVitenskapelig foredrag
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