“Why do we have to do addition? I already know addition”: a cultural-historical perspective of collaborative learning, teaching and assessment in early years mathematics

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Abstract

The way learning informs teaching and teaching informs learning is the basic component of education. While researching the everyday life of children (Adams, 2014), the way young children work together to support each other’s learning can be observed and explored. Often the support between children occurs beyond the gaze of an adult. In this chapter, the way the more capable other (Vygotsky, 1987) directs the process of mathematical learning is explored in relation to the possibility of collaborative learning, teaching and assessment. The documentation of children’s conversations during play highlights the possibilities for learning, teaching and the assessment process.

Original languageEnglish
Title of host publicationEvidence-Based Learning and Teaching
Subtitle of host publicationA Look into Australian Classrooms
EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter3
Pages25-34
Number of pages10
Edition1st
ISBN (Electronic)9781351129350, 9781351129367
ISBN (Print)9780815355717, 9780815355700
Publication statusPublished - 2018

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