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dc.contributor.authorChristiansen, Silje Fyllingsnes
dc.contributor.authorMeaney, Tamsin Jillian
dc.date.accessioned2022-05-02T11:26:28Z
dc.date.available2022-05-02T11:26:28Z
dc.date.created2021-01-08T09:14:06Z
dc.date.issued2020
dc.identifier.citationChristiansen, S. F., & Meaney, T. J. (2020). Cultural meetings? Curricula, Digital Apps and Mathematics Education. Journal of Mathematics and Culture, 14(2), 71-90.en_US
dc.identifier.issn1558-5336
dc.identifier.urihttps://hdl.handle.net/11250/2993632
dc.description.abstractIn this paper, we explore whether two digital apps used by young children in a Norwegian kindergarten fulfil the requirements set out in the Norwegian curriculum for early childhood. The Norwegian kindergarten culture is based on a social policy pedagogical approach which in recent years has been under pressure by politicians to move towards a readiness for school approach. Using artefact-centric activity theory, we were able to identify how the apps and their use by young children were likely to contribute to the continuation of the established Norwegian kindergarten culture or was likely to support changes to this culture.en_US
dc.language.isoengen_US
dc.publisherNorth American Study Group on Ethnomathematicsen_US
dc.relation.urihttps://journalofmathematicsandculture.files.wordpress.com/2020/12/christiansen-and-meaney-final-paper.pdf
dc.subjectNorwegian kindergarten cultureen_US
dc.subjectmathematical appsen_US
dc.subjectsocial pedagogical approachen_US
dc.subjectreadiness for school approachen_US
dc.subjectartefact-centric activity theoryen_US
dc.titleCultural meetings? Curricula, Digital Apps and Mathematics Educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber71-90en_US
dc.source.volume14en_US
dc.source.journalJournal of Mathematics and Cultureen_US
dc.source.issue2en_US
dc.identifier.cristin1867470
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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