The role of materiality in the teaching-learning of mathematics between 4 and 6 years

Abstract

The poster shows how students (4 to 6) build their mathematical skills through the materiality defined by the space, support (play or game), objects, body, gestures. Our research consists of a longitudinal study in which pupils has been followed during two years when learning mathematics. Pupils build their new reading skills by resorting to the materiality as well (Taisson-Perdicakis, 2013, 2014, 2018). When learning to read, pupils use semiotic abilities: material objects and their uses, basic gestures and their meaning (Moro & Rodríguez, 2005). We make the hypothesis that the children’s basic abilities related to materiality constitute a resource in teaching-learning mathematics situations as well. This research fits into a double epistemological framework: the didactics of mathematics (Spelke, 2017), the Vygotskian socio‐historical and semiotical perspective on development (Vygotsky, 1934/1997). The data collected consist of videos of class sequences. For each teaching sequence, on the level of macrogenetic analysis, we have made up the synopsis from which we have selected remarkable events in terms of materiality. Those remarkable events are composed of the microgenetic analysis using tools such as photograms. Parents and students were invited to an information meeting. A consent form and information sheet was provided to all participants. Pseudonyms have replaced the names of participants. Materiality appears as a resource for teaching-learning mathematics between 4 and 6 years. The research aims to provide information on efficient practices in preschool classes. The purpose is to make teachers aware of the importance of the use of materiality in their practices.