Abstract
The purpose of this chapter is to investigate how two preschool teachers interpret mathematics goals in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers’ interpretation and implementation of the mathematics goals, the consequences in the form of qualification, socialisation and subjectification will be discussed.
Cite
CITATION STYLE
Delacour, L. (2016). Teachers’ Interpretation of Mathematics Goals in Swedish Preschools. In Mathematics Education in the Early Years (pp. 397–417). Springer International Publishing. https://doi.org/10.1007/978-3-319-23935-4_22
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