Licentiatavhandlingen riktar blicken mot planeringsarbete i förskolan. Syftet är att beskriva och analysera förskollärares autentiska planering av barns möten med matematik. Studiens teoretiska inramning utgörs av den reflektiva skoldidaktiska teorin som betonar, oavsett skolform, lärares ansvarstagande för undervisning. Med den reflektiva skoldidaktiska teorin beskrivs planeringsprocessen som betydelsefull för undervisning. Planeringsprocessen utgörs av tre pedagogiska aktiviteter: intention – handling – reflektion. I denna studie fokuseras det pedagogiska arbete som sker distanserat från handling vilket gör intention och reflektion till studiens centrala begrepp. Studiens empiriska material har producerats med hjälp av deltagande observation. Fältarbetet har genomförts i en förskola på deltid under två terminer läsåret 2012/13 i ett arbetslags återkommande och autentiska planeringssamtal. Resultatet visar att arbetslaget planerar barns möten med matematik genom att de tar sin utgångspunkt i reflektion över planerade och dokumenterade pedagogiska skeenden. Det finns därmed en koppling mellan intention och reflektion. Resultatet visar att arbetslaget har konstruerat en egen planeringsmodell. Förskollärarna utgår inte från explicit uttryckta målformuleringar som anger vad som ska läras utan resonemang om möjligt lärande kommer in som en del i deras samtal om aktiviteter. Resultatet visar även att arbetslagets planering skapar förutsättningar för möten med en mångfald av matematik. Dock visar resultatdiskussionen att det finns utrymme för att utveckla resonemang kring vilka sätt barn kan få göra övergångar från vardagliga matematiska representationsformer till mer abstrakta. Resultatet visar även att det finns ett behov av att utveckla ett matematikdidaktiskt yrkesspråk i förskolan. / Nyckelord: förskola, planering, didaktik, matematikundervisning This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study. The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool. Nyckelord: förskola, planering, didaktik, matematikundervisning This Licentiate thesis focuses on planning in Swedish preschool. The aim is to describe and analyze pre-school teacher's authentic planning of children's meetings with mathematics. The theoretical framing of the study consists of the reflective school didactic theory emphasizing, regardless of school form, teachers' responsibility for teaching. With the reflective school didactic theory, the planning process is described as important for teaching. The planning process consists of three pedagogical activities: intention – action – reflection. This study focuses on the pedagogical work that takes place away from action, which makes intention and reflection to the central concept of the study. The empirical material of the study has been produced using participatory observation. Field work has been carried out in a preschool on part time for two semesters in the academic year 2012/13 in a regular and authentic planning conversation. The results show that the pre-school teachers do plan children's meetings with mathematics by taking their starting point in reflection on planned and documented pedagogical events. There is thus a link between intention and reflection. The result shows that the team has construct a planning model of their own. The planning is not based on explicit expressed goal formulations about what to learn. The reasoning of possible learning comes in as part of their conversations about activities. The result also shows that planning creates conditions for meetings with a multitude of mathematics. However, the results discussion shows that there is room to develop reasoning about the ways in which children can make transitions from everyday mathematical representations to more abstract. The result also shows that there is a need to develop a mathematics didactic language in preschool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-59566 |
| Date | January 2019 |
| Creators | Rostedt, Josefin |
| Publisher | Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Linköping : Linköping University Electronic Press |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Licentiate thesis, monograph, info:eu-repo/semantics/masterThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Linköping Studies in Pedagogic Practices, 1653-0101 ; 37 |
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