Characterising the mathematical discourse in a kindergarten

In this study we investigate the mathematical discourse in a kindergarten. The mathematical learning activity engaged with was initially designed by researchers for 5-year-olds, and the kindergarten teacher orchestrated the mathematical activity. Observational data was quantitatively analysed by measuring how time and talk were distributed between the kindergarten teacher and the children. We also analysed whether the talk was focused on mathematics or not. Our analysis shows that the time elapsed during the activity was distributed unequally, the nature of the participants’ utterances shared both similarities and differences, while the engagement nurtured upon the kindergarten teacher’s request varied from each of the requests. Based on these results we characterise the mathematical discourse and hypothesise about the children’s potentials for mathematics learning.