Beyond Balance: Dynamic Interactions and Mathematical Learning in a Play-based Kindergarten Classroom

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Embracing Creativity and Play in the Teaching and Learning of Mathematics

Abstract

This study examines children-teacher interaction during math play in a kindergarten classroom at a public charter school. Drawing on current understanding of guided play and video analysis of 77 interaction episodes, we identified three ways children-teacher interactions shape math learning opportunities: Restoring the integrity of curricular math, surfacing math in play, and exploring math through play. Using illustrative episodes, the findings uncover the complex work of supporting math play in formal classrooms. Rather than aiming for a balance between play and instruction, we suggest reimaging guided play as a dynamic site of ongoing negotiation, where children’s intention, teacher’s framing, and classroom norms co-construct opportunities for mathematical learning.

Author

• Jingyi Chen, Vanderbilt University