Pre-­primary school teachers’ approaches to mathematics education in Finland

Pre-­primary school teachers’ approaches to mathematics education in Finland

Author(s): Camilla Björklunda (camilla.bjorklund@ped.gu.se)

Source: Journal of Early Childhood Education Research; Vol 4(2), p. 69-92.

Full text: PDF

Abstract: The purpose of this small-scale study is to examine Finnish pre-primary teachers’ approaches to mathematics education. Qualitative analyses from six in-depth interviews reveal different strategies and goals. The teachers describe themselves as the facilitating participant, express that mathematics should be framed in playful settings, and assume that it is to be learnt indirectly. The study discerns different pedagogical goals for mathematics education, such as working on counting procedures, preparing for the next school level, building for a better future, and teaching for mathematical literacy. These constitute the teachers’ pedagogical approaches to early mathematics education. Context is experienced as influencing their practice, together with an overall aim to foster a positive attitude towards mathematics. This is discussed in relation to the teachers’ current practices and the contextual framework in which education is conducted.

Author-Supplied Keywords: Finland, mathematics, teaching, pre-primary education

ISSN: 2323-7414

ISSN-L: 2323-7414 online

Author Affiliation: aUniversity of Gothenburg, Sweden