Kindergarten teachers’ accounts of their developing mathematical practice

摘要

This study explores kindergarten teachers’ accounts of their developing mathematical practice in the context of their participation in a developmental research project. Observations and interviews were analysed to elaborate the accounts as regards orchestrating mathematical activities in the kindergarten. A co-learning agreement was established as collaboration between the kindergarten teachers and researchers. The study reveals that the kindergarten teachers argue that they have been empowered in developing an inquiry stance towards mathematics and mathematical activities. Taking an inquiry stance, they claim, has increased their awareness of the mathematics involved in activities, and enabled them to be more explicit when communicating mathematical ideas to children. An adjusted didactic triangle within the kindergarten setting is proposed based on these results.