Learning Mathematics in the Family About Familial Support Systems for Children's Mathematics Learning in Everyday Reading and Playing Sessions

In research, politics and general public, one pays more and more attention to the family as a place of mathematics education in the early years. In this context, research findings show that, besides the mathematical content, the way in which families talk about mathematics and integrates it into their everyday lives, is important, too. This article focuses on support systems for mathematics learning which are established in the interactions between a child and its mother and which coins the child's mathematical development. Such support systems are interpreted from an interactionistic perspective and investigated by means of Interpretative Research on the basis of data from everyday reading and playing sessions. As the main qualitative-descriptive result, three different types of support systems are presented and delineated from each other. Thereby, on the one hand, the diversity of support systems for mathematical learning in the familial context becomes apparent and, on the other hand, the object of investigation is structured on a conceptual level so that a transfer to other contexts of research and practice is generally possible