Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study

Abstract The objective of this case study was to identify the role finger gestures in learning mathematics informally during play, especially sociocultural settings. A mathematical activity involving addition qualitatively analyzed at a Japanese preschool. We explored how process subjectification and objectification contributed preschool preschoolers’ changed mathematics. utilized Radford’s theoretical construct joint labor children’s behaviors from perspective. subjects were 15 children their teacher. relied on both methodology microgenetic approach for analysis. found that proceeded scene conversations regarding addition; observing classroom offered valuable insights into these processes. In activity, actively extended practice posing answering quizzes, learned resolve conflict with support Secondly, although originally used obtain correct answers it reconstructed solve between through teacher’s mediation. This showed that, even an environment where implicitly learn mathematics, they one another, including teacher, communications function well developing thinking skills.