«Her var det to sauer» Om barnehagelæreres matematikkfokuserte kompetanse
DOI:
https://doi.org/10.5617/adno.4022Keywords:
Barnehagelærere, matematikk, kompetanse, felles fokusAbstract
Barnehagelærernes kompetanse blir ofte trukket fram som barnehagens viktigste ressurs, men likevel har norsk barnehageforskning i liten grad undersøkt hva barnehagelærerne i barnehagen gjør og hvilken kompetanse de bruker når de jobber med matematikk. Det blir ofte tatt for gitt at det er sammenheng mellom lærerens kompetanse og barnas læring, men få studier har undersøkt hvorfor og hvordan disse sammenhengene viser seg i praksis. Forskningen har i all hovedsak konsentrert seg om hvilken kompetanse lærerne har eller trenger – uten å undersøke empirisk hvilken kompetanse de bruker i sin profesjonelle praksis. Den økende satsingen på realfag i barnehagen aktualiserer behovet for forskning som kan bidra til å utvikle ny kunnskap om hvordan matematikkarbeid i barnehagen gjennomføres og hvilke kompetansekrav dette stiller til barnehagelærerne. Slik forskningsbasert kunnskap kan bidra til mer bevisst arbeid med matematikk i barnehagen, og til å utvikle innholdet i matematikkundervisningen i barnehagelærerutdanningen til bedre å møte de kravene norsk barnehage stiller til barnehagelærernes kompetanse. Resultatene fra en kvalitativ casestudie av fem barnehagelærere indikerer og bekrefter at barnehagelærernes kompetanse i matematikk består av fagkompetanse og didaktisk kompetanse. I tillegg ser det ut til at barnehagelærernes kompetanse til å skape felles oppmerksomhet er essensiell for arbeidet med matematikk i barnehagen. I den nordiske barnehagetradisjonen, der arbeidet preges av lek og hverdagsaktiviteter, skal det i alle barnehager arbeides målrettet med matematikk. Rammeplan for barnehagens innhold og oppgaver gir barnehagelærerne ansvaret for dette arbeidet og kaller fagområdet for Antall, rom og form.
Nøkkelord: barnehagelærere, matematisk kompetanse, matematikkundervisning
"There are two sheep here"
On kindergarten teachers' mathematical competence
Abstract
Kindergarten teachers’ competence is often considered to be the most important asset of kindergarten, but Norwegian early childhood education researchers have still paid little attention to investigating what kindergarten teachers are doing and what competence they use when working with mathematics in kindergarten. It is often taken for granted that there is a connection between teachers’ competence and children’s learning, but few studies attempt to understand why and how these connections appear in practice. Research has primarily concentrated on what competence teachers have or need – without empirically examining what competence they use in their professional practice. The increasing focus on mathematics and science in kindergarten highlights the need for research that might contribute to generating new knowledge about how mathematical work is implemented in kindergarten and what competence demands this poses for the kindergarten teachers. This kind of research based knowledge might lead to more intentional mathematical work in kindergarten, and to development of the content of mathematics teaching in kindergarten teacher education in order to better face the demands that Norwegian kindergarten poses in terms of kindergarten teachers’ competence. The results from a qualitative case study of five kindergarten teachers indicate that kindergarten teachers’ competence in mathematics consists of content knowledge as well as didactical competence in mathematics. In addition, it appears that kindergarten teachers’ competence in reaching joint attention is essential to the work of teaching mathematics in kindergarten. In the Nordic kindergarten tradition, where the main focus is on play and everyday activities, every kindergarten is still required to carry out intentional mathematical work. The national framework for kindergarten places the responsibility for this work with the kindergarten teachers — in the framework, this learning area is called Quantities, spaces and shapes.
Keywords: kindergarten teachers, mathematical competence, mathematics teaching
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