An ontology of off-task behavior in a number activity: The body, space-time, and mathematics

2020 ◽  
pp. 146394912091716
Author(s):  
Lin Chen
Keyword(s):  
Early Childhood ◽  
Mathematics Learning ◽  
Space Time ◽  
The Body ◽  
Mathematical Ability ◽  
Early Childhood Mathematics ◽  
Dominant Discourse ◽  
Task Behavior ◽  
Conceptual Construction ◽  
And Mathematics

This article aims to interrogate the Cartesian rationality determining current early childhood mathematics by highlighting the irrational aspect of mathematics learning, which is usually underemphasized and even devalued by the dominant discourse. Using Deleuze and Guattari’s concept of refrain as the method, the article explores the unfolding emergence of a child’s off-task behavior in a number activity as it conceptualizes the child’s body in relation to its surroundings. The article also explores how this conceptualization of off-task behavior helps to rethink mathematical ability and conceptual construction in responding to and elaborating on research on embodied mathematics. Based on these explorations, the article hopes to contribute a strategy for the vision of adopting a more democratic manner in mathematics learning.

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

2021 ◽  
pp. 33-54
Author(s):  
David Zamorano-Garcia ◽  
Paula Flores-Morcillo ◽  
María Isabel Gil-García ◽  
Miguel Ángel Aguilar-Jurado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
The Body ◽  
Childhood Education ◽  
Left Handed ◽  
And Mathematics ◽  
The Right ◽  
The Relationship ◽  
Shed Light

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

scholarly journals Children’s bodies in time and place; an onto- epistemological approach

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Nina Rossholt
Keyword(s):  
Early Childhood ◽  
Daily Life ◽  
Space Time ◽  
The Body ◽  
Ontological Sense

Working with concepts from Foucault and Deleuze I analyze how the youngest children relate to matter and the environment around them in a preschool context. The children are always connected to space, time and place and here I analyze how space, time and place are linked to the body in an epistemological and ontological sense. I research the daily life in preschools, analyzing early childhood spaces in an environment comprising water, sand, spades, leaves, trees, clothes, buildings, other bodies, etc. These relate further to how movements are situated, not only in language, but in bodily practices. From this angle I also make my selves as a researcher visible both during my fieldwork and in the writings.

Verbal Factors and Mathematics Learning: A Review of Research

1971 ◽  
Vol 2 (4) ◽  
pp. 304-313 ◽  
Author(s):  
Lewis R. Aiken
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Mathematical Ability ◽  
General Intelligence ◽  
Verbal Interactions ◽  
Teacher Student ◽  
And Mathematics

Recent investigations pertaining to the importance of verbal factors in the learning of mathematics are reviewed. The paper is divided into 3 sections: (a) the relationships of mathematical ability to reading ability and general intelligence, (b) reading instruction and mathematics learning, and (c) student and teacher verbalizations. The importance of general intelligence for mathematics achievement is recognized, but the evidence for a group factor of mathematical ability is not convincing. Training in careful, analytical reading appears to have a beneficial effect on achievement in mathematics, but more controlled experiments with larger samples need to be conducted. The influence of verbalizing awareness of mathematical generalizations and the effects of teacher–student verbal interactions in mathematics classroom settings are other promising directions for research. Finally, an appeal is made for long–term multivariate investigations rather than piecemeal, one–shot studies.

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