Young Children's Mathematical Problem Solving and Thinking in a Playworld

Autor/inn/en	Li, Liang; Disney, Leigh
Titel	Young Children's Mathematical Problem Solving and Thinking in a Playworld
Quelle	In: Mathematics Education Research Journal, 35 (2023) 1, S.23-44 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Liang) ORCID (Disney, Leigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00373-y
Schlagwörter	Young Children; Mathematics Education; Problem Solving; Thinking Skills; Play; Early Childhood Education + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathematische Bildung; Problemlösen; Denkfähigkeit; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	In the literature in recent years, a number of developmental studies have demonstrated the importance of children entering the school environment with a solid foundation of mathematical content knowledge and argued that problem solving, as an important mathematical process, should be acknowledged in early childhood mathematical education. However, there is less research on how children process mathematics information through problem solving in play-based early childhood education settings. This paper draws upon a cultural-historical concept of play, motives and pedagogical process of a playworld approach to investigate how "Mathematical Playworld" creates the motivating conditions for young children to achieve a meaningful learning experience about repeating patterns? We argue that "Mathematical Playworld," as a new pedagogical approach within the worlds of imaginary situations, should be promoted, as it builds the motivating conditions that support meaningful learning of mathematical concepts in the double sense created in children. This study also contributes to understanding young children's mathematical problem-solving processes in the collective imaginary situation, considering how learning processes become personally meaningful for children and capturing teachers' role in play for supporting children's mathematisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01