What Do You See in Mathematical Play?
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| Title: | What Do You See in Mathematical Play? |
|---|---|
| Language: | English |
| Authors: | Melissa Gresalfi, Amy Noelle Parks, Anita A. Wager, Nathaniel Bryan, Naomi Jessup, Tran Templeton |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 2101356 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Mathematics Instruction, Play, Elementary School Mathematics, Video Technology, Early Childhood Education, Classroom Environment, Teacher Role, Kindergarten |
| Abstract: | As part of a longitudinal study focused on mathematical play, we (Melissa, Amy, and Anita) are often faced with questions about what counts as play and what mathematics (and other learning) we see in play, and whose play is most likely to be seen or dismissed. Rather than discuss our findings from classroom videos of kindergarten children engaged in mathematical play, we asked scholars who bring different lenses to research on play, young children, and teaching and learning mathematics to look at some of our data and provide their perspectives. In this session, we will share video and discuss with our panel (Nathaniel, Naomi, and Tran) various ways to interpret that video. This paper provides background on the potential of mathematical play and the details of the study that generated data for analysis. We conclude with a copy of a transcript that is associated with a video we will watch during the plenary with hopes that participants will watch prior to the session and come with their own questions/perspectives. [For the complete proceedings, see ED657822.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED657993 |
| Database: | ERIC |
| Abstract: | As part of a longitudinal study focused on mathematical play, we (Melissa, Amy, and Anita) are often faced with questions about what counts as play and what mathematics (and other learning) we see in play, and whose play is most likely to be seen or dismissed. Rather than discuss our findings from classroom videos of kindergarten children engaged in mathematical play, we asked scholars who bring different lenses to research on play, young children, and teaching and learning mathematics to look at some of our data and provide their perspectives. In this session, we will share video and discuss with our panel (Nathaniel, Naomi, and Tran) various ways to interpret that video. This paper provides background on the potential of mathematical play and the details of the study that generated data for analysis. We conclude with a copy of a transcript that is associated with a video we will watch during the plenary with hopes that participants will watch prior to the session and come with their own questions/perspectives. [For the complete proceedings, see ED657822.] |
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