Hvordan kommer matematisk meningsskaping til syne i barns lek? : en casestudie


Publication date


Series/Report no

Nordisk Barnehageforskning;3 (3)


Høgskolen i Oslo

Document type


I analyze an episode from field work in a multilingual day-care centre in Oslo. I examine verbal and non-verbal expressions. The children are 5 years old, and the mathematics is about classification. The children are creating structure and are seeking meaning. This is a key part of their play. My findings indicate that mathematical order and structure become conscious experiences to the children. I argue that we cannot know about the children’s mathematical and communicative competence without knowing the physical context, the play in the sandpit, and the friendship between the boys.


Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/605