2011/11/01 by Camilla Björklund
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Education Methods and Practices #Mathematics Education and Teaching Techniques
paper · doi:10.1080/00313831.2011.599425
openalex publication_date 2011/11/01 · crossref created 2011/11/01 · crossref issued 2012/10/01 · crossref published 2012/10/01 · crossref published-print 2012/10/01 · crossref deposited 2024/04/14 · openalex created_date 2025/10/10 · crossref indexed 2026/07/24 · openalex updated_date 2026/07/29
The purpose of this study is to describe the developmental benefits emerging from the theoretical approach variation theory of learning, and the implementation of learning study in preschool. An educator specialized in educating children with special needs participates in a project aiming to enhance mathematics teaching. The analysis of the professional development takes a phenomenographic approach, discerning the educator's experiences of learning study. Analysis of a deep-interview and videographic observations of three learning sessions shows expanding confidence in the educator's profession, as well as improving educational practice. The learning study's key aspects as means to enhance educational professionality are the opportunity to reflect upon the object of learning, children's competence, educational practice, and interaction taking place within the educational practice.