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Direct linkBreive, Svanhild – European Early Childhood Education Research Journal, 2020
This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings…
Descriptors: Kindergarten, Foreign Countries, Mathematics Instruction, Teacher Student Relationship
