“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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    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
    Number of pages10
    ISBN (Electronic)9781351129350, 9781351129367
    ISBN (Print)9780815355717, 9780815355700
    Publication statusPublished - 2018

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