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Supporting Pre-School Children's Number Learning Through Embodied Representation.

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Title: Supporting Pre-School Children's Number Learning Through Embodied Representation.
Authors: Way, Jennifer1 (AUTHOR) jennifer.way@sydney.edu.au, Cartwright, Katherin2 (AUTHOR)
Source: Education Sciences. Sep2025, Vol. 15 Issue 9, p1170. 25p.
Subject Terms: *Preschool education, *Mathematics education, *Mathematical ability, *Motor ability, *Intuition, *Experiential learning, Mathematics
Abstract: Situated within the Embodied Learning in Early Mathematics and Science project in Australia, this paper explores the relationships between 'embodied activities' used by a preschool teacher and the children's development of number sense over six months. Using an instrumental case study approach, qualitative data from multiple sources including self-reported data from the teacher, activity descriptions, two task-based interviews with nine children, and number-knowledge data extracted from a mathematics achievement assessment (pretest and post-test) was analysed. Pattern searching techniques across text and video revealed connections between the embodied activities implemented by the teacher and the children's development of subitizing and counting skills, mathematical drawing, and number magnitude knowledge. We propose that attending to specific aspects of children's physical development, particularly finger dexterity and drawing skills, in experiences that focus on representing number concepts, can support their development of number sense. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 188327406
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Supporting Pre-School Children's Number Learning Through Embodied Representation.
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  Data: <searchLink fieldCode="AR" term="%22Way%2C+Jennifer%22">Way, Jennifer</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jennifer.way@sydney.edu.au</i><br /><searchLink fieldCode="AR" term="%22Cartwright%2C+Katherin%22">Cartwright, Katherin</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Sep2025, Vol. 15 Issue 9, p1170. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Motor+ability%22">Motor ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Intuition%22">Intuition</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Label: Abstract
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  Data: Situated within the Embodied Learning in Early Mathematics and Science project in Australia, this paper explores the relationships between 'embodied activities' used by a preschool teacher and the children's development of number sense over six months. Using an instrumental case study approach, qualitative data from multiple sources including self-reported data from the teacher, activity descriptions, two task-based interviews with nine children, and number-knowledge data extracted from a mathematics achievement assessment (pretest and post-test) was analysed. Pattern searching techniques across text and video revealed connections between the embodied activities implemented by the teacher and the children's development of subitizing and counting skills, mathematical drawing, and number magnitude knowledge. We propose that attending to specific aspects of children's physical development, particularly finger dexterity and drawing skills, in experiences that focus on representing number concepts, can support their development of number sense. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3390/educsci15091170
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      – Code: eng
        Text: English
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        PageCount: 25
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      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Mathematical ability
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      – SubjectFull: Mathematics
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              M: 09
              Text: Sep2025
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