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From everyday to scientific (mathematical) concepts: A Vygotskian interpretation of a young child’s speech

  • Marie Therese Farrugi [1]
    1. [1] University of Malta

      University of Malta

      Malta

  • Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 19, 2021, págs. 86-99
  • Idioma: inglés
  • DOI: 10.35763/aiem.v0i19.404
  • Títulos paralelos:
    • De los conceptos cotidianos a los científicos (matemáticos): Una interpretación vygotskiana del habla de un niño
  • Enlaces
  • Resumen
    • español

      En los entornos de las primeras edades, se considera que los niños aprendena través del juego. En este artículo, documento un estudio de caso de un niño de cuatro años jugando con ‘objetos sueltos’. A medida que jugaba, interactúe con él mediante comentariosy preguntas. My propósito era incluir matemáticas en su juego. El análisis involucró un micro examen de la interacción para rastrear la lengua del niño durante las sesiones. Basé el marco teórico en la distinción de Vygostsky entre conceptos cotidianos y científicos y su teoría del juego. Observé que los contextos de interacción apoyaban al niño en el uso de ciertas palabras en asociación con otras. En particular, empezó a relacionar las palabras grande y pequeño con números, por lo que cuantificó tamaños, lo cual es la fundamentación de la medida. De acuerdo con la importancia dada al habla por Vygotsky, pude rastrear el papel de las palabras en la progresión del niño desde conceptos cotidianos (de juego) hasta conceptos científicos (de matemáticas).

    • English

      In Early Childhood settings, children are consideredto learn through play. In this paper I report on a case-study of a four-year-old boyplaying with loose parts. As he played,I interacted with him by commenting and asking questions. My aim was to include mathematics in his play. My analysis involved a micro-examination of the interaction to trace thechild’s language over the sessions. The theoretical framework employed was Vygotsky’s distinction between everyday and scientific conceptsand his theory of play. I noted that the interactive contexts supported the child to use certain words in association with others. In particular, he started to link the words big/smallwith numbers, thus quantifying size, which is the foundation of measurement. In line with the importance afforded to speech by Vygotsky, I was able to trace the role played by wordsin the child’s progression from everyday (play) concepts to scientific (mathematical) concepts.

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