ABSTRACT Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein’s concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice built on these principles could both honour well-developed play-based preschool practices and provide a structure for teaching preschool mathematics in which using traditional child–teacher interaction is only one of many options.

中文翻译：

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幼儿数学教学专业行为模式的阐释

摘要 以游戏为基础的学前教育通常依赖于非正式教学，而政策趋势和一些研究呼吁增加教育的正规化。使用伯恩斯坦的分类和框架概念，本文描述了将学前教育评估与推动学前教育正规化联系起来的机制。此外，建议如何将学前数学教学概念化，以扩大教师的教学责任，以包括比通常预期更广泛的社会活动。这些职责涉及教师如何参与教学情境、情境是否经过规划以及数学是否是情境中的教学目标或有助于其他活动。