
06676721
a
Helenius, Ola
Johansson, Maria L.
Lange, Troels
Meaney, Tamsin
Riesbeck, Eva
Wernberg, Anna
When is young children's play mathematical?
Meaney, Tamsin (ed.) et al., Mathematics education in the early years. Results from the POEM2 conference, Malm\"o, Sweden, 2014. Cham: Springer (ISBN 9783319239330/hbk; 9783319239354/ebook). 139156 (2016).
2016
Cham: Springer
EN
C71
C31
D41
doi:10.1007/9783319239354_8
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.