Didaktik attention. Preschool teaching from a didaktik and variation theory perspective using examples of mathematical aspects of programming

This article is based on a partial study of an R&D programme with various theory-informed teaching arrangements aimed at describing and further developing knowledge what characterizes preschool teaching. The aim this to contribute about how teachers children can create attention in relation example when focuses mathematical aspects programming from didaktik variation theory perspective. guiding question is: What characterize attention-forming acts preschool? analysed material consists just over ten minutes audio-visual data – videos An abductive analysis has been carried out. Preschool teachers’ interactions while studied questions triangle as the model three dimensions representations attention: sharing, creating alternating acts. Concepts connec­ted triangle. Overall, be summarized concept attention.