What can five-, six- and seven-year-olds tell us about the transition from mathematics in kindergarten to that in school in Norway?

International audience As we grow from small children to adults, we experience several transitions. This paper focuses on children’s voices on the transition from mathematics in kindergarten to that in school. What are their thoughts on going from one institution to another with a different curricul...

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Bibliographic Details
Main Authors: Pettersen, Geir Olaf, Volden, Monica
Other Authors: The Arctic University of Norway (UiT), Utrecht University, Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
Format: Other/Unknown Material
Language:English
Published: HAL CCSD 2019
Subjects:
Mathematics
kindergarten
transitions
school
edu
hisphilso
Arctic
Norway
Arctic University of Norway
UiT The Arctic University of Norway
Online Access:https://hal.archives-ouvertes.fr/hal-02414950/file/TWG13_22.pdf
https://hal.archives-ouvertes.fr/hal-02414950
Description
Summary:International audience As we grow from small children to adults, we experience several transitions. This paper focuses on children’s voices on the transition from mathematics in kindergarten to that in school. What are their thoughts on going from one institution to another with a different curriculum, culture and values regarding mathematical learning? This paper reports answers from focus group interviews with children, ages five, six and seven, about mathematical learning. The study was situated within a research and development project SUM at UiT The Arctic University of Norway. The findings show that even though the transition is clear for teachers, both in kindergarten and school, we need to discuss how to present mathematical activities to children such that these activities help to ease the transition from one level of education to another.

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