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<p>Early maths skills in kindergarten are considered a&#xa0;predictor of later maths performance. Against the background of a&#xa0;social constructivist understanding of teaching and learning, it can be seen that dialogue-based learning processes between the educational professional and the child can be effective in building mathematical skills, which puts the focus on the professional’s dialogue design. Adaptive learning support and the utilisation of children’s interpretations for the processing of mathematical topics are central elements in early mathematical education. The study uses the method of interaction analysis to examine the dialogue between specialist and child when looking at a&#xa0;picture book containing mathematics. The guiding question here is how the professional organises the mathematical conversation and supports the child’s learning process in the event of irritation or errors on the part of the child. It is evident that the professionals rarely respond to the children’s interpretations, but instead guide their mathematical thinking through instructions and different levels of representation without verbal references.</p>

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Dialogisch-entwickelnde Lernprozesse zwischen pädagogischer Fachperson und Kindergartenkind bei der Betrachtung eines Bilderbuchs mit mathematischem Gehalt

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  • 出版模式：

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  • 发表日期：

    2025年7月11日

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  • Mita Ray

摘要

Early maths skills in kindergarten are considered a predictor of later maths performance. Against the background of a social constructivist understanding of teaching and learning, it can be seen that dialogue-based learning processes between the educational professional and the child can be effective in building mathematical skills, which puts the focus on the professional’s dialogue design. Adaptive learning support and the utilisation of children’s interpretations for the processing of mathematical topics are central elements in early mathematical education. The study uses the method of interaction analysis to examine the dialogue between specialist and child when looking at a picture book containing mathematics. The guiding question here is how the professional organises the mathematical conversation and supports the child’s learning process in the event of irritation or errors on the part of the child. It is evident that the professionals rarely respond to the children’s interpretations, but instead guide their mathematical thinking through instructions and different levels of representation without verbal references.