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Intertextuality and the Advance of Mathematisation in Young Children's Inscriptions

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Title: Intertextuality and the Advance of Mathematisation in Young Children's Inscriptions
Language: English
Authors: Maulfry Worthington (ORCID 0000-0002-2684-1911), Marjolein Dobber, Bert van Oers
Source: Research Papers in Education. 2024 39(5):797-821.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Preschool Curriculum, Urban Schools, Preschool Teachers, Mathematical Concepts, Interdisciplinary Approach, Play, Nonverbal Communication, Nonverbal Learning, Relationship
Geographic Terms: United Kingdom (England)
DOI: 10.1080/02671522.2023.2238286
ISSN: 0267-1522
1470-1146
Abstract: A fundamental question in early childhood mathematics concerns the relationship between young children's own informal signs and the formal abstract symbolic language of mathematics. This study presents research investigating the genesis of mathematical semiosis from a Vygotskian cultural-historical (social-semiotic) perspective. In this study we look at the premature stages of dealing with quantity and their relationships. Our aim is to reveal the interweaving of young children's sign-use and to consider the role of intertextuality in mathematisation. Longitudinal, ethnographic data were gathered from case studies of seven children aged 3-4 years in an inner-city nursery school in England, documenting observations of their spontaneous pretend play. The data are interrogated through interpretive analysis and show that some graphical signs moved between individuals' texts, also borrowed from others including the teacher, and woven together. Children's progressive understandings of mathematical sign-use appear to be attained in part through intertextual exchanges in social and culturally meaningful contexts, such as pretend play.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440987
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Intertextuality and the Advance of Mathematisation in Young Children's Inscriptions
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  Data: <searchLink fieldCode="AR" term="%22Maulfry+Worthington%22">Maulfry Worthington</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2684-1911">0000-0002-2684-1911</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marjolein+Dobber%22">Marjolein Dobber</searchLink><br /><searchLink fieldCode="AR" term="%22Bert+van+Oers%22">Bert van Oers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Papers+in+Education%22"><i>Research Papers in Education</i></searchLink>. 2024 39(5):797-821.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Learning%22">Nonverbal Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/02671522.2023.2238286
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  Data: 0267-1522<br />1470-1146
– Name: Abstract
  Label: Abstract
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  Data: A fundamental question in early childhood mathematics concerns the relationship between young children's own informal signs and the formal abstract symbolic language of mathematics. This study presents research investigating the genesis of mathematical semiosis from a Vygotskian cultural-historical (social-semiotic) perspective. In this study we look at the premature stages of dealing with quantity and their relationships. Our aim is to reveal the interweaving of young children's sign-use and to consider the role of intertextuality in mathematisation. Longitudinal, ethnographic data were gathered from case studies of seven children aged 3-4 years in an inner-city nursery school in England, documenting observations of their spontaneous pretend play. The data are interrogated through interpretive analysis and show that some graphical signs moved between individuals' texts, also borrowed from others including the teacher, and woven together. Children's progressive understandings of mathematical sign-use appear to be attained in part through intertextual exchanges in social and culturally meaningful contexts, such as pretend play.
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        Value: 10.1080/02671522.2023.2238286
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      – Text: English
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      – SubjectFull: Preschool Children
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      – SubjectFull: Play
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      – TitleFull: Intertextuality and the Advance of Mathematisation in Young Children's Inscriptions
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