Mathematical Playworld
Where imagination and numbers collide
A new pedagogical approach, designed by researchers from Monash University, sheds light on how to effectively support young children’s maths learning through a play-based program, writes journalist Emily Campbell. Early childhood education experts agree children should enter their formal schooling years with a solid foundation of mathematical content knowledge. This begs the question: how can kindergarten teachers make maths and problem solving more engaging for young children, who learn best through play? Mathematical Playworld Based on the design of Laureate Professor Marilyn Fleer’s revolutionary Conceptual PlayWorld, the 6 | Bedrock | issue 3 | Vol 26 | 2021
Mathematical Playworld aims to create the motivating conditions to support children’s mathematical problem solving meaningfully, through imaginative play. Conducted over a seven-month period, the study was based on observations of children and teachers interacting with the Mathematical Playworld program in an early childhood education setting. According to the researchers who designed it, Dr Liang Li and Dr Leigh Disney, the pilot program was a resounding success. “We found the Mathematical Playworld really allowed teachers to tap into what children enjoy and harness that real creativity that children bring, yet also allowed them to intentionally teach mathematics, in a play-based way,” said Dr Disney.
“It begins with a selected story, whereby children and adults build emotional connections with story characters before they collectively enter the Playworld. “Adults adopt active co-player roles of being characters and dramatise the emotionally charged problem for children and adults to collectively solve,” the researchers wrote. Designing an emotionally charged maths problem When designing the particular Mathematical Playworld observed for the pilot study, the kindergarten teachers began by selecting a story book the children were familiar with, Room on a Broom (Donaldson, 2003), which was a class favourite. “The teachers believed the story context would motivate the children,
