Preschoolers' Playful Math Exploration Is Dependent Upon Their Own and Their Play Partner's Math Knowledge

• In Event: Roundtable Session 51
  In Roundtable Session: Research in Early Childhood Mathematics Education

Abstract

Playful math-related experiences with adults can contribute to preschool children’s math development, however, less is known about how preschoolers explore math during play with a peer. The current study examined the nature of preschoolers’ math exploration during peer play, the characteristics of dyads associated with this exploration, and the characteristics of individuals that could influence their own and their play partners’ math discovery. Dyads’ math exploration was mostly nonverbal and focused on spatial and shape play; however, dyads who were more social tended to explore more advanced math concepts, and children’s math knowledge contributed to their own and their partner’s math exploration. Findings support a Piagetian perspective in illustrating the mechanisms of constructivism and highlighting the contributions of the peer.

Authors

• Erica Leigh Zippert, University of Maryland - College Park

• Geetha Ramani, University of Maryland - College Park