Identifying the Mathematics in Kindergarteners' Play With Coding Toys

• In Event: Researching Mathematics Learning in Early Childhood

Abstract

There is a need for research on integrated mathematics and computer science learning in early childhood classrooms. This study identified kindergarten students’ mathematics knowledge that emerged as they worked on play tasks with screen-free coding toys. We collected video data of sixty-two students participating in these tasks in small groups within their classrooms. We used provisional and thematic analyses within the broad categories of spatial, measurement, and number knowledge. Measurement and number themes, such as unit iteration and counting on, were typically interconnected with the most prominent themes of spatial orientation and visualization. While common mathematics themes emerged across the different toys, there were differences in the frequency and ways of interaction depending on the features of the toys.

Authors

• Jessica F. Shumway, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Victor R. Lee, Stanford University

• Lise E. Welch, Utah State University

• Joseph Kozlowski, Utah State University

• Hannah Evans, Utah State University