Mathematical learning in a context of play (original) (raw)
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Journal of the Canadian Association for Curriculum Studies, 2019
In this paper, I argue that a lack of play and joy in classrooms could be due to our North American standardized education system, which emphasizes achievement outcomes. I argue that this system does not benefit the majority of students, nor the field of mathematics. Many students are negatively affected—both emotionally and academically—by a focus on results. Rather than outcome-driven pedagogy, a focus on learning to enjoy doing mathematics might change the conversation. A kinder, process-driven approach through mathematical play may spark enjoyable teaching and learning. Play (Gadamer, 1960/1989; Huizinga, 1944/1949) has the potential to absorb learners as they seek answers to fun yet challenging mathematics problems. The experience of flow is similar to that of play (Csikszentmihalyi, 2000); when playing, learners get a chance to practice and elaborate on their existing skills in manners that suspend notions of time. When the play releases them from its grasp, learners experienc...
Emergent mathematical thinking in the context of play
Educational Studies in Mathematics, 2009
In the attempt to improve mathematical thinking for safeguarding our future societal needs, there is a worldwide tendency in schools to start training mathematical and arithmetical operations at an earlier age in children's development. Recent theoretical developments and empirical research have pointed to alternative ways of approaching early mathematical thinking. In these latter approaches, mathematical development in the early developmental stages is seen as an emerging process in the context of children's own activities that contributes to meaningful learning and stimulation of children's cultural identity (Bildung approach). The discussion between the training approach versus the 'Bildung' approach is still intemperately going on. In this article, some outcomes of a research programme (based at the Free University Amsterdam) are discussed that present empirical studies and their theoretical background (cultural-historical theory, elaborated in an educational concept called 'Developmental Education') that demonstrates the promising potentials of promoting mathematical thinking through supporting young children's appropriation of schematic representations and notations in the context of play. Keywords Emergent mathematics. Development of notations. Schematizing. Play-based curriculum. Cultural-historical theory. Early years education 1 Mathematics education in the knowledge society Over the past decades, the global community has rapidly changed into a knowledge society, which has become increasingly dependent on the distribution and exchange of commodities and services for its production, innovation and social welfare. However, the functioning of the distributed means is also to a great extent dependent on the quality of understanding that goes with these means. Hence, the implementation of the knowledge society necessarily
Mathematical Play: Across Ages, Context, and Content
International Group for the Psychology of Mathematics Education, 2019
Mathematical play has a fairly short history, with strong roots further back in time (e.g., Papert, Montessori), and understanding the role of mathematical play from early childhood to adulthood i , a e , nma ed. Thi o king g o ill b ild on he cce of la ea o king g o and continue to provide a community space to explore and discuss mathematical play broadly, ranging from informal to formal contexts and from 3rd grade students to teachers in professional development. We will emphasize physical and digital interactions designed specifically to support mathematical play. Each day will focus specifically on a different approach to and definition of mathematical play. Day 1 will focus on mathematical play and making by 3rd to 5th graders across formal and informal environments; Day 2 will focus on intellectual play within mathematical microworlds; and Day 3 will focus on mathematical play in teacher professional development. Throughout the sessions, we will be examining threads of common ground that will assist in developing a more flexible and appropriate model of mathematical play that can inform design of environments and activities across age groups, content, and context.
Play, Mathematics, and False Dichotomies
Play, Mathematics, and False Dichotomies (http://nieer.files.wordpress.com/2014/03/building-blocks-3.jpg)NIEER is hosting a blog forum on play-based learning in early childhood education, including posts from national experts in the field. Learn more about the forum here (http://preschoolmatters.org/2014/02/25/reflections-on-play-join-the-conversation/). Some worry that the push for quality education even partially driven by a desire to improve achievement may deprive children of important childhood experiences. Others worry that unstructured play without teacher engagement does little to develop children's minds, particularly for children at high risk of academic failure. Let's stop the cycle of "abuse"—or at least confusion—that stems from false dichotomies in early education. "Play vs. academics" is arguably the main one. Of course children should play. But this does not mean they should not learn, and even play, with mathematics. Consider the followin...
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A utilização de jogos como metodolgia de ensino da matemática: uma experiência com alunos do 6 ano do ensino fundamental , 2015
The following work has the objective to present the results of an experience - regarding the use of games as a teaching method of Mathematics - applied to Basic Education. From the studied literature, it’s believed that games are an instrument that centralizes the students in the teaching and learning process, in which knowledge can be obtained or fixed in the elaboration of solutions to problem situations presented in a game. In order to illustrate its use in the classroom, the hash game was applied to a class of the 6th year of elementary school, in a public school in the city of Formiga, MG, Brazil. The hash game has the goal to work mental calculation, logical thinking and visual perception of students. The results show that the game contributed for the settling of mental calculation on students, for the developing of abstraction and logical thinking capabilities, for the socialization and cooperation between students during the activity, for the diagnosis of possible erroneous conceptions and for the teaching learning for the researchers. Resumo O presente trabalho tem como objetivo apresentar os resultados de uma experiência-envolvendo o jogo como metodologia de ensino de Matemática-realizada na Educação Básica. A partir da literatura estudada, acredita-se que jogo é um instrumento que centraliza o aluno no processo de ensino e aprendizagem, em que os conhecimentos podem ser obtidos ou fixados na elaboração de soluções para situações problematizadoras presentes no jogo. Com a intenção de exemplificar sua abordagem em sala de aula, foi aplicado o Jogo da Velha em uma turma do sexto ano do Ensino Fundamental de uma escola pública da cidade de Formiga (MG). O Jogo da Velha tem por finalidade trabalhar o cálculo mental, o raciocínio lógico e a percepção visual dos discentes. Os resultados mostraram que o jogo contribuiu para a fixação do cálculo mental nos estudantes, para o desenvolvimento da capacidade de abstração e raciocínio lógico, para a socialização e cooperação dos alunos no decorrer da atividade, para o diagnóstico de possíveis concepções errôneas e para o aprendizado docente dos pesquisadores.
When Is Young Children’s Play Mathematical?
Springer eBooks, 2016
One of Bishop's 6 mathematical activities is play. It is deemed as mathematical because of its relationship to modelling, hypothetical thinking and abstraction, all of which can be seen in preschool children's play. In this paper, we explore the question about when young children's play can be labelled as mathematical. This exploration contrasts different definitions of play with what is known about mathematicians' academic play and how mathematics education researchers have described young children's play. From this theoretical discussion, we draw out the similarities between these types of play and discuss what makes play mathematical. We use these features to analyse a small episode of children playing to discuss if and how this could be considered to be mathematical. Many people have identified features belonging to play (see for example Huizinga, 1976; Bruner, 1975; Ugurel & Morali, 2010). Incorporating features of other researchers, Fromberg (1999) defined young children's play as: Symbolic, in that it represents reality with an "as if" or "what if" attitude Meaningful, in that it connects or relates experiences Active, in that children are doing things Pleasurable, even when children are engaged seriously in activity Voluntary and intrinsically motivated, whether the motive is curiosity, mastery, affiliation, or something else Rule-governed, whether implicitly or explicitly expressed Episodic, characterized by emerging and shifting goals that children develop spontaneously and flexibly. (p. 28) Features such as these can be seen in the Swedish preschool curriculum, in which play is considered the foundation for children's learning, including the learning of mathematics: Play is important for the child's development and learning. Conscious use of play to promote the development and learning of each individual child should always be present in preschool activities. Play and enjoyment in learning in all its various forms stimulate the imagination, insight, communication and the ability to think symbolically, as well as the ability to cooperate and solve problems.