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This chapter deals with the support of language learning in settings planned for mathematical learning by kindergarten teachers in small group interactions. In the sense of interactional linguistics, we analyse the usage and meaning of adjectives within the interaction processes between kindergarten teachers (The German Kindergarten is a non-mandatory institution for children between the age of 3 and 6) and children in 14 different situations dealing with length (9) or weight (While the mathematically and physically correct term would be mass, German curricular like the ‘Bildungsstandards’ (Sekretariat der Standigen Konferenz der Kultusminister der Lander in der Bundesrepublik Deutschland, Bildungsstandards im Fach Mathematik fur den Primarbereich (Jahrgangsstufe 4). Munchen, Wolters Kluwer, 2005) use the term Gewicht [weight]. In our data, the kindergarten teachers only talk about weight, so we decided also to use this word in this chapter) (5). These considerations are made against the background of measuring length and weight as basic topics in early mathematics education. The analysis shows that talking about measurement offers rich opportunities to acquire an understanding of adjectives. However, few kindergarten teachers seem to possess enough language awareness to productively use the emerging learning opportunities.

This book gives insight in the vivid research area of early mathematics learning. The collection of selected papers mirror the research topics presented at the third POEM conference. Thematically, the volume reflects the importance of this relatively new field of research. Structurally, the book tries to guide the reader through a variety of research aims and issues and is split into four parts. The first two parts concentrate on teacher professional development and child learning development; the third part pools research studies creating and evaluating designed learning situations; and the fourth part bridges focuses on parent-child-interaction.

This paper deals with the support of language learning in settings planned for mathematical learning by kindergarten teachers in small group interactions. Using qualitative and linguistic analysis tools, we will reconstruct patterns of language use, the correction strategies of kindergarten teachers, and their language sensible organization related to measuring and magnitude.