Soziale und soziomathematische Normen in mathematikhaltigen Fachkraft-Kind-Diskursen in Kindertagesstätten

The paper assumes that young learners are already socialized into microcultures of doing mathematics in interactions with peers and early childhood teachers in kindergarten. These cultures are shaped by certain norms and are significant for further learning biography. While the microcultures of mathematics classrooms and the norms of classroom discourses have been described in mathematics education, there are no comparable studies for early mathematics learning. Therefore, this article aims to extend the theory of norms to the area of early mathematical discourse and to reconstructively analyse social and sociomathematical norms in discourse with children and early childhood teachers. A focus is placed on the relevance of early childhood teachers in their role as representatives of mathematical culture. The analyses of two situations from the field of geometry developed and realised by the early childhood teachers themselves show that the reconstructed social norms of the discourses in the kindergarten partly resemble those of the mathematics classroom. The emergent sociomathematical norms partly contradict viable mathematical concepts that are provided in the school discourse and are thus not adaptable.