id: 06676721
dt: a
an:
au: Helenius, Ola; Johansson, Maria L.; Lange, Troels; Meaney, Tamsin;
Riesbeck, Eva; Wernberg, Anna
ti: When is young children’s play mathematical?
so: Meaney, Tamsin (ed.) et al., Mathematics education in the early years.
Results from the POEM2 conference, Malmö, Sweden, 2014. Cham: Springer
(ISBN 978-3-319-23933-0/hbk; 978-3-319-23935-4/ebook). 139-156 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C71 C31 D41
ut:
ci:
li: doi:10.1007/978-3-319-23935-4_8
ab: Summary: One of Bishop’s six mathematical activities is playing which
includes modelling, hypothetical thinking and abstraction. These can be
in young children’s play, but do they by their presence make this
play mathematical? In this chapter, we explore this question by first
defining play and then comparing its features with what is known about
mathematicians’ academic play and how mathematics education
researchers have described young children’s play. From this
theoretical discussion, we discuss the features of play, which can
enable it to be described as mathematical. We use these features to
analyse a small episode of children playing to discuss if and how their
play could be considered to be mathematical.
rv: