From everyday to scientific (mathematical) concepts

A Vygotskian interpretation of a young child’s speech

Authors

  • Marie Therese Farrugia University of Malta

DOI:

https://doi.org/10.35763/aiem.v0i19.404

Keywords:

Early childhood mathematics, ; learning through play, everyday and scientific concepts, language and mathematics, Vygotsksy

Abstract

In Early Childhood settings, children are considered to learn through play. In this paper I report on a case-study of a four-year-old boy playing 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 the child’s language over the sessions. The theoretical framework employed was Vygotsky’s distinction between everyday and scientific concepts and 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/small with 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 words in the child’s progression from everyday (play) concepts to scientific (mathematical) concepts.

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Published

2021-05-03

How to Cite

Farrugia, M. T. (2021). From everyday to scientific (mathematical) concepts: A Vygotskian interpretation of a young child’s speech. Advances of Research in Mathematics Education, (19), 86–99. https://doi.org/10.35763/aiem.v0i19.404

Issue

No. 19 (2021)

Section

Artículos

License

The articles published in this journal are under a license Creative Commons: By 4.0 España from  number 21 (2022).

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