Early Mathematics in Play Situations: Continuity of Learning

Learning through play – pedagogy and learning outcomes in early childhood mathematics

“…The play-based approach was evaluated more positively, as it was considered more fun and less school like. It was, therefore, more compatible with educators' pedagogical beliefs, similar to findings of views on the emphasis on fun (Lee and Ginsburg 2009), positive emotions (Anders and Rossbach 2015) and 'true' and 'entertaining' play (Gasteiger 2015). For both interventions, educators appreciated that the interventions did not require a specific topic or fantasy world (Schuler 2013) but that they could integrate the approach into their day-to-day routines.…”

“…The significant learning gains for the play-based approach as compared to the control group underlines that it is possible to obtain learning gains with an approach of guided play, using card and board games. So far, research into play-based approaches has compared effects with a control group, but not with another treatment, and found games to be effective (Gasteiger 2015;Jörns et al 2014;Kamii and Kato 2005;Ramani and Siegler 2008). As there are no significant differences between the play-based intervention and the training programme, it can be stated that this play-based approach is at least as effective as a highly educator-led, instructional training programme.…”

“…Children's mathematical competences differ considerably in kindergarten, which is also due to differences in the home learning environment (Anders et al 2012;Sonnenschein and Galindo 2015). In order to enhance opportunities for all children, regardless of their family background, kindergarten needs to foster mathematics intentionally (Grüssing and Peter-Koop 2008) and children need to be provided with learning opportunities which meet their diverse educational needs (Gasteiger 2015). As with other subject areas, the quality of teaching is crucial but also highly variable (McCray and Chen 2012).…”

“…Whilst there is a growing awareness that children need to already be supported in their mathematical learning in kindergarten, there is little consensus about the best pedagogical approach. Kindergarten educators may emphasise that mathematical activities need to be embedded in everyday situations (Gross and Rossbach 2011) or that early learning needs to be based on play, even though the understanding of play itself varies (Gasteiger 2015). Furthermore, kindergarten educators might use a training programme for mathematics, to ensure that mathematical competencies are explicitly fostered.…”

Mathematikdidaktische Kompetenz von Fachkräften im Elementarbereich – ein theoriebasiertes Kompetenzmodell

“…Für die mathematikdidaktische Kompetenz von Fachkräften im Elementarbereich heißt das zunächst, zu analysieren, welche Aspekte bei der Gestaltung früher mathematischer Bildungsprozesse maßgeblich bedeutsam sind. National herrscht hier weitgehend Konsens: Mathematische Bildung im Elementarbereich sollte bruchfreies Weiterlernen ermöglichen, trotz der Notwendigkeit zu elementarisieren fachliche Richtigkeit garantieren, sich an zentralen fundamentalen Ideen der Mathematik orientieren, über eine reine Vermittlung von Prozeduren hinausgehen und das Spiel als kindgemäße mathematische Lernaktivität berücksichtigen (Gasteiger, 2015;Kaufmann, 2010;Lorenz, 2012;Schuler, 2013;Steinweg 2008). Die zentrale Frage lautet nun, wie sich die Kompetenz des elementarpädagogischen Fachpersonals, das diese Aufgabe zu erfüllen hat, charakterisieren lässt.…”