TITLE

Numerical Conceptions Reflected During Multiage Child-Initiated Pretend Play

AUTHOR(S)
Emfinger, Kay
PUB. DATE
December 2009
SOURCE
Journal of Instructional Psychology;Dec2009, Vol. 36 Issue 4, p326
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Much research has pointed to the importance of pretend play as a facilitator of literacy development. However, few studies have investigated the corresponding role of so-ciodramatic play in mathematical development. This exploratory naturalistic study examined the numerate behaviors that occurred during spontaneous pretend play in a preschool through fifth-grade multiage summer enrichment program. A twelve-hour video segment of children's play in the drama center was transcribed and analyzed to identify numerical conceptions. The findings indicate that children's play included the following authentic mathematical behaviors: one-to-one correspondence, counting, adding, subtracting, and representing number via written and spoken signs and symbols. The results suggest pretend play provides a context that facilitates children's numerate behaviors and thus validates play as a curricular component.
ACCESSION #
47880672

 

Related Articles

  • Explaining the mathematical creativity of a young boy: an interdisciplinary venture between mathematics education and psychoanalysis. Krummheuer, Götz; Leuzinger-Bohleber, Marianne; Müller-Kirchof, Marion; Münz, Melanie; Vogel, Rose // Educational Studies in Mathematics;Oct2013, Vol. 84 Issue 2, p183 

    First results of the project 'Mathematical Creativity of Children at Risk' (MaKreKi) will be presented. The project is conducted in the interdisciplinary research center 'Individual Development and Adaptive Education of Children at Risk' (IDeA [; accessed 7 June 2013]). Combining a...

  • Research on mathematics learning at the 'Center of Individual Development and Adaptive Education' (IDeA)-an introduction. Krummheuer, Götz // Educational Studies in Mathematics;Oct2013, Vol. 84 Issue 2, p177 

    In 2008, the research center 'Individual Development and Adaptive Education' was constituted by the Goethe University, the German Institute for International Educational Research, and the Sigmund Freud Institute, all located in Frankfurt am Main, Germany (). The research of the center focuses on...

  • Young children's mathematical recording. Davenall, Janine // Mathematics Teaching;Nov2015, Issue 249, p46 

    The article looks at the development of mathematical skill in young children, reporting on a research project the author carried out on children's graphical representations of the numerical aspects of various classroom activities, referred to as mathematical recordings. Topics include emergent...

  • Number Sense in Kindergarten: A Factor-Analytic Study of the Construct. Lago, Rachel M.; DiPerna, James Clyde // School Psychology Review;2010, Vol. 39 Issue 2, p164 

    Number sense skills provide the foundation for the acquisition of higher order mathematical skills and concepts. However, there is disagreement over the definition of number sense, the specific skills that make up the construct, and the psychometric properties of measures used to assess these...

  • Determining Early Mathematical Risk: Ideas for Extending the Research. VanDerHeyden, Amanda M. // School Psychology Review;2010, Vol. 39 Issue 2, p196 

    The article discusses the work of the U.S. National Mathematics Advisory Panel on the mathematical ability of school children in elementary school. The sorts of numeracy skills that children in this age group should have includes counting. The issue of assessing children's numeracy skills is...

  • Research offers solution to primary school children's maths problems.  // Education (14637073);6/3/2005, Issue 181, p3 

    Reports on the research finding from Strathclyde, Oxford and Oxford Brookes universities, as of June 2005, that a few hours of focused teaching can greatly improved primary school children's ability to solve math problems and cope with fractions. Results on children's understanding of intensive...

  • WORKING WITH YEAR 6. Hall, Peter // Mathematics Teaching;May2006, Issue 196, p28 

    The article presents experience of the author about his three outreached projects in which mathematics and computing secondary schools were involved. The shortest outreached project involved the use of excellent Fun Maths Roadshow produced by the Liverpool Mathematics Society. The newest version...

  • The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years. Krummheuer, Götz // Educational Studies in Mathematics;Oct2013, Vol. 84 Issue 2, p249 

    This paper deals with one aspect of the endeavor to generate a theory of the development of mathematical thinking of children in the early years ages 3 to 10. By comparing two scenes, one from preschool and one from a first grade mathematics class, the relationship between diagrammatic and...

  • Semantic Innovation: Arithmetical and Algebraic Metaphors Within Narratives of Learning. Brown, Tony; Eade, Frank; Wilson, Dave // Educational Studies in Mathematics;Oct99, Vol. 40 Issue 1, p53 

    This paper examines a theoretical perspective on the ways in which children progress in learning mathematics. It suggests that there is a difficulty in associating teaching discourses with the mathematics they locate. This can result in an incommensurability between alternative perspectives...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics