Reading Mathematical Play Through Young Children’s Video Noticings (Poster 8)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Learning Across Modalities: Movement, Gestures, Videos, and Images

Abstract

This study explores how young children made sense of their mathematical play when given the opportunity to view video of themselves engaging in a play-integrated mathematics classroom. Drawing upon sociocultural theory and critical childhood studies, I conceptualize play as both a context for mathematics learning, as well as a text for interpreting young children’s mathematical worlds. Employing video-elicited interviews, I examine how four children ‘read’ their mathematical play, taking up their noticings as analytic frames for imagining mathematics from their perspectives. Findings indicate that the four children drew upon four common frames, including situated conditions, networks of care, affective experiences, and mathematical curiosities. Such frames can be leveraged as resources for designing mathematics learning environments that prioritize young children’s perspectives.

Author

• Jamie Vescio, Vanderbilt University