Activities and Values in School-Age Educare Mathematics

Abstract

Abstract

Based on an empirical study of policy enactment and mathematical enculturation in Swedish school-age educare, a conceptualization of mathematics as the assemblage of activities and values is proposed. Observations were analysed using policy enactment theory and the lens of mathematical activities. The result shows that making creations, describing relationships and addressing problems are mathematical activities evident in the practices of school-age educare. Values of plausibility, critical stance and connectedness are evident. This alternative conceptualization of mathematics offers possibilities for respecting a balance between education and care in practice. The result opens for alternative ways of thinking about mathematics as a complementing and compensating area that resists the tendency towards schoolification in educare.

Keywords: extended education, mathematics, activities, values

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Bibliography: Wallin, Anna/Valero, Paola/Norén, Eva: Activities and Values in School-Age Educare Mathematics, IJREE – International Journal for Research on Extended Education, Vol. 9, Issue 1-2021, pp. 45-56.
https://doi.org/10.3224/ijree.v9i1.05

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Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of 18.04.2023. More information about the license and the terms of use can be found here.