Skip to main content
padlock icon - secure page this page is secure

Patterns of awareness – preschool teachers’ integration of art and mathematics

Buy Article:

$14.00 + tax (Refund Policy)

The aim of this study was to investigate how preschool teachers reason about art in thematic work where art and mathematics are integrated. Specific research questions were: how do teachers reason about learning goals in thematic work and what meaning do art and aesthetics contribute to children’s learning? Data for analysis were collected from a digitally distributed questionnaire that was answered by 27 participants from Finland and Sweden. Participants were selected from preschool teacher networks and from municipalities’ official websites of preschool staff. The method for analysis was explorative and inductive, as we condensed meaning from the written answers. A meta-analysis revealed that art and aesthetics appear mainly as a means for children’s learning of other knowledge areas or as experiences bearing their own values. In contrast, the analysis also revealed that integration of art and mathematics may contribute to the learning of both knowledge contents, for deeper and conceptual learning.

Syftet med studien var att undersöka hur lärare i daghem och förskola resonerar om skapande i temaarbete där skapande och matematik är integrerat. Forskningsfrågorna var: hur resonerar lärare om lärandemål i temaarbete och vilken betydelse bidrar skapande och estetik med för barns lärande? Data samlades in genom ett digitalt frågeformulär som besvarades av 27 deltagare från Finland och Sverige. Deltagarna kontaktades via lärarnätverk och kommuners officiella websidor över personal i förskola och daghem. Analysmetoden var explorativ och induktiv, vilket innebar kondensering av mening uttryckt i de textbaserade svaren. En meta-analys visade att skapande och estetik förekommer främst som medel för barns lärande av andra kunskapsområden eller som upplevelser med egna värden. Som kontrast visade analysen också att integrering av skapande och matematik kan bidra till lärande inom båda kunskapsområdena med fördjupat kunnande och begreppsligt lärande som följd.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: aesthetics; art; barndom; barnpedagog; early childhood; estetik; integrated learning; integrerat Iärande; matematik; mathematics; preschool teacher; skapande

Document Type: Research Article

Affiliations: 1: Åbo Akademi University, Finland 2: University of Gothenburg, Sweden

Publication date: June 1, 2016

More about this publication?
  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

  • Editorial Board
  • Information for Authors
  • Subscribe to this Title
  • Intellect Books page
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
UA-1313315-26
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more