Quality of Preschool Teachers' Mediation of Early Years Mathematics in Play-Responsive Teaching Activities

Artigo2026

Lena Karlsson; Hanna Palmér; Martin Carlsen

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Resumo

This study investigates the teaching of early years mathematics within an intervention using play-responsive teaching (PRT). It focuses on ways sequences characterized as play-responsive mathematics teaching (PRMT) and mathematics teaching (MT) address the nature of the mathematics that is made available to learn. A previous study revealed that when teachers and children engaged in play-responsive teaching (PRT) with an emphasis on mathematics, particularly cardinality, three distinct sequences were identified: play without mathematics, mathematics teaching without play (MT), and play-responsive mathematics teaching (PRMT). In this article, the two latter sequences are analyzed with a focus on teaching quality. In this context, the quality of teachers' mediation refers to how preschool teachers make mathematical content accessible to children and how they support children's meaningful participation in the learning sequences. The results indicate both advantages and disadvantages of play-responsive teaching. Specifically, MT sequences were rich in terms of the mathematics that was made available to learn, caused by a structured use of artifacts. In the PRMT sequence, however, children's agency and responsiveness in mathematics were more prominent than the mathematics that was made available to learn. Thus, the content and scope of the two sequences complement each other by offering diverse learning opportunities. While mathematical content occasionally recedes in PRMT, the children remain engaged in the activities. Furthermore, integrating play with mathematics makes mathematics important and meaningful for the participating children.

Dados da obra

Tipo: Artigo
Periódico: Educational Studies in Mathematics
Ano: 2026
Idioma: en
Palavras-chave: Preschool Teachers; Mathematics Instruction; Play; Mathematics Education; Teacher Effectiveness; Preschool Education; Preschool Children; Teaching Methods
ISSN: 0013-1954
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
KARLSSON, Lena; PALM&#X00E9;R, Hanna; CARLSEN, Martin. Quality of Preschool Teachers' Mediation of Early Years Mathematics in Play-Responsive Teaching Activities. Educational Studies in Mathematics, 2026. Disponível em: http://dx.doi.org/10.1007/s10649-025-10470-5. Acesso em: 5 nov. 2026.

APA

Karlsson, L., Palmér, H., & Carlsen, M. (2026). Quality of Preschool Teachers' Mediation of Early Years Mathematics in Play-Responsive Teaching Activities. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-025-10470-5

BibTeX

@article{karlsson2026,
  author = {Karlsson, Lena and Palm\&#x00E9;r, Hanna and Carlsen, Martin},
  title = {Quality of Preschool Teachers' Mediation of Early Years Mathematics in Play-Responsive Teaching Activities},
  year = {2026},
  journal = {Educational Studies in Mathematics},
  url = {http://dx.doi.org/10.1007/s10649-025-10470-5},
  language = {en}
}

RIS

TY  - JOUR
AU  - Karlsson, Lena
AU  - Palm&#x00E9;r, Hanna
AU  - Carlsen, Martin
TI  - Quality of Preschool Teachers' Mediation of Early Years Mathematics in Play-Responsive Teaching Activities
PY  - 2026
JO  - Educational Studies in Mathematics
UR  - http://dx.doi.org/10.1007/s10649-025-10470-5
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS