Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy

The study investigates how kindergarten teachers can support children’s mathematical learning through interactions in play with a programmable robot. The study sought to understand how kindergarten teachers’ guidance can promote mathematical skills such as counting, measuring and problem solving. The study also aimed to explore the role of the kindergarten teacher as an intermediary that connects technology to children’s learning processes. The research question is: How can kindergarten teachers support children’s mathematical learning through interactions that take place while playing with a programmable robot?

The study found that playing with the robot contributed to an increased understanding of mathematical concepts such as spatial orientation, counting and problem solving. The kindergarten teacher supported the children’s learning by asking questions, using narratives and limiting choices to highlight mathematical objectives. The robot served as a mediator for semiotic activity, in which children communicated through language and body language. The researchers behind the study believe the results highlight the importance of kindergarten teachers’ adaptation and guidance in such activities. The findings also highlight the need for further research to understand how pre-instructions given to kindergarten teachers can affect learning outcomes.

The study used a qualitative approach to investigate how playing with a programmable robot can support children’s mathematical learning. Video recordings were used to document the interactions between one kindergarten teacher and four children aged 3 to 5 years over a period of one month. The analysis method included multimodal transcripts, in which both language and physical expression were interpreted in order to understand the learning processes.

Granone, F., & Reikerås, E. K. L. (2023). Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy. Nordic Studies in Mathematics Education, 28(3-4), 101–122.