Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study
Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study
复制标题
从幼儿园数学活动中共同劳动的角度看日本幼儿的主体化和客体化：案例研究
DOI：
10.1007/s10643-023-01493-9
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发表时间：
2023
影响因子：
2.7
通讯作者：
& Hiroto Fukuda
中科院分区：
文献类型：
--
作者：
Nagisa Nakawa;Yusuke Uegatani;Hiroki Otani;& Hiroto Fukuda
本案例研究的目的是确定手指手势在游戏过程中非正式学习数学中的作用，特别是在社会文化环境中。日本一所幼儿园对一项涉及加法的数学活动进行了定性分析。我们探讨了主观化和客观化的过程如何促进日本幼儿园的数学活动，以及学龄前儿童的手指手势在学习数学过程中的作用如何变化。我们利用雷德福的共同劳动理论构建，从社会文化的角度分析了日本学龄前儿童的数学行为。研究对象是 15 名日本学龄前儿童和他们的老师。我们依靠雷德福德的方法和微观遗传学方法进行分析。我们发现，在关于加法的对话场景中，主体化和客体化进行着；观察课堂活动中的联合劳动为这些过程提供了宝贵的见解。在活动中，孩子们积极拓展了提问和答题的练习，并学会了如何在老师的支持下解决冲突。其次，手指手势的作用虽然最初是用来获取测验正确答案的，但后来被重构为通过老师的调解来解决孩子们之间的冲突。这表明，即使在孩子们隐式学习数学的环境中，他们也会互相学习，包括向老师学习，并且数学交流中的手势对于发展数学思维和技能非常有用。
The objective of this case study was to identify the role of finger gestures in learning mathematics informally during play, especially in sociocultural settings. A mathematical activity involving addition was qualitatively analyzed at a Japanese preschool. We explored how the process of subjectification and objectification contributed to a mathematical activity at a Japanese preschool and how the role of preschoolers’ finger gestures changed during the process of learning mathematics. We utilized Radford’s theoretical construct of joint labor and analyzed Japanese preschool children’s mathematical behaviors from a sociocultural perspective. The subjects were 15 Japanese preschool children and their teacher. We relied on both Radford’s methodology and a microgenetic approach for the analysis. We found that subjectification and objectification proceeded in the scene of the conversations regarding addition; observing joint labor in a classroom activity offered valuable insights into these processes. In the activity, the children actively extended their practice of posing and answering quizzes, and learned how to resolve a conflict with the support of the teacher. Secondly, although the role of finger gestures was originally used to obtain correct answers to quizzes, it was reconstructed to solve the conflict between the children through the teacher’s mediation. This showed that, even in an environment where children implicitly learn mathematics, they learn from one another, including the teacher, and that gestures in mathematical communications function well for developing mathematical thinking and skills.