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Designs for researching mathematics learning in early childhood education and care

Education and learning

This webinar concerns methodological issues in studies on children’s learning of mathematics in early childhood education and care. Young children’s mathematical development has engaged research for a long time, but still the nature of the research provides challenges: How do we gain knowledge of children’s understanding and skills? And how can we capture development as it appears in the child’s interaction with his or her environment?

14 Apr 2021
15:00 - 17:00
Webinar via Zoom.
Registration deadline
12 April 2021

EMELI - Early Mathematics Education studies of Longitudinal Interventions
Registration is closed.

In the webinar we will listen to four groups of researchers who have encountered these methodological challenges using different approaches. The focus of the presentations will be on the design, the empirical material and the analytical approaches. Based on the presentations, we together discuss contributions and limitations to the growing research area and knowledge of children’s mathematics learning.

The Stavanger project: A 10-year study where structured observations using the MIO-scale was used to capture children’s functional mathematical skills in self-initiated play and every day activities when the children were toddlers and preschoolers. Presenter: professor Elin Lie Reikerås, Stavanger university. Stavangerprosjektet: Det lærende barnet | Universitetet i Stavanger (

The DUTTA project is a longitudinal study using mainly qualitative measures of toddlers’ ways of experiencing numbers in designed play-based activities, studying changes in ways of experiencing and handling numbers as expressions of learning. Presenters: professor Hanna Palmér, Linnaeus university and professor Camilla Björklund University of Gothenburg.

The Building Blocks and TRIAD projects: Two-decade efforts based on a Curriculum Research Framework consisting of 3 broad categories and 10 phases or research and development that combine mainly qualitative methodologies in the first 8 phases (from basic cognitive research to classroom observations) and culminating in quantitative efficacy and scale-up evaluations. Presenters: professor Douglas Clements and professor Julie Sarama, University of Denver.

The Agder project is a Randomized Controlled Trial study (RCT), exploring how an intervention at age 5 in the ECEC can interfere on children’s development in school. The digital ‘AniBanani’ test was used to examine children’s mathematical skills. Presenters: Professor Ingunn Størksen and Associate professor Dieuwer Ten Braak, University of Stavanger.

The webinar is arranged by EMELI - Early Mathematics Education studies of Longitudinal Interventions funded by the Swedish Research Council (grant no. 2020-03476). EMELI is a joint collaboration between researcher groups at the University of Gothenburg, Linnaeus University and FILIORUM-Centre of Research in Early Childhood and Care at the Stavanger University, Norway.