Play based activities for mathematical thinking at infancy: Nursery teachers’ and parents’ beliefs

Authors

DOI:

https://doi.org/10.37291/2717638X.202232171

Keywords:

Play-based activities, Teachers’ and parents’ beliefs, Mathematical thinking

Abstract

Mathematics takes place in a major part of human life and mathematical concepts are used in every part of daily life, starting from the age of infancy. The present study concentrates on the age of 11 months to two years, during nursery education, when formal, informal and non-formal activities enable infants to have experiences related to mathematical concepts. Nursery teachers are expected to include play-based activities at every stage of the teaching process, while parents are recognized as young children’s first educators. We examined nursery teachers’ and parents’ beliefs and practices about the development of the infants’ mathematical skills through the use of play-based activities and their respective roles. The present study was conducted in Cyprus, where obligatory preschool education is only one year before primary education. Questionnaires, interviews and shared diaries with home activities were used for quantitative and qualitative data. Results indicated that both groups of participants expressed positive conceptions on the value of daily life play-based activities which could support mathematical learning. However, it seemed that in the case of parents there was a lack of relevant knowledge about the use of attractive and creative activities which could relate to plenty of mathematical concepts. Parents recognize the vital role of teachers and they asked for further guidance and support. We discuss how we can ensure the quality of early mathematics informal teaching and nonformal learning experiences can be offered for all infants. We discuss the role of the Curriculum in Mathematics at nursery school under a play-based context and the guided parental involvement.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Anders, Y., Grosse, C., Roßbach, H. G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195-211. DOI: https://doi.org/10.1080/09243453.2012.749794

Anthony, G., & Walshaw, M (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood, 10(2), 107-121. DOI: https://doi.org/10.2304/ciec.2009.10.2.107

Aubrey, C., & Durmaz, D. (2012). Policy – to – practice contexts for early childhood mathematics in England. International Journal of Early Years Education, 20(1), 59-77. DOI: https://doi.org/10.1080/09669760.2012.664475

Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427-435. DOI: https://doi.org/10.1016/j.lindif.2010.06.003

Bjorklund, C., Heuvel – Panhulen, M. & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52(4), 607-619. DOI: https://doi.org/10.1007/s11858-020-01177-3

Bruce, C., Flynn, T., & Moss, J. (2016). Early mathematics: Challenges, possibilities and new directions in the research. http://mkn-rcm.ca/wp-content/uploads/2016/11/M4YC_LiteratureReview_25June12_RevisedSept2016.pdf

Carolan, P., Mclsaac, J., Richard, B., Turner, J., & McLean, C. (2020). Families’ experiences of a universal play-based early childhood program in Nova Scotia: Implications for policy and practice. Journal of Research in Childhood Education, 35(3), 1-17. DOI: https://doi.org/10.1080/02568543.2020.1773588

Casey, B., Andrews, N., Schindler, H., Kersh, J., Sampler, A., & Copley, A. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26(3), 269-309. DOI: https://doi.org/10.1080/07370000802177177

Cerezci, B. (2020). The impact of the quality of early mathematics instruction on mathematics achievement outcomes. Journal of Childhood, Education & Society, 1(2), 216-228. DOI: https://doi.org/10.37291/2717638X.20201248

Clements, D., & Samara, J. (2007). Effects of a preschool mathematics curriculum. Summative research on the Building Blocks Project. Journal for Research on Mathematics Education, 38(2), 136-163.

Cross, C. T., Woods, T. A., Schweingruber, H. A., & National Research Council (U.S.) Committee on Early Childhood Mathematics. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.

Demetriou, A., Greiff, S., Makris, N., Spanoudis, G. C., Panaoura, R., & Kazi, S. (2020, April 8). Bridging educational priorities with developmental priorities: Towards a developmental theory of instruction. DOI: https://doi.org/10.31234/osf.io/kjmu3

Derman, M., Zeteroglu, E., & Birgul, A. (2020). The effect of play-based math activities on different areas of development in children 48 to 60 months of age. SAGE Open, 1-12. DOI: https://doi.org/10.1177/2158244020919531

Dockett, S., & Perry, B. (2010). What makes mathematics play?. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 715-718). MERGA.

Elia I. (2018). Observing the use of gestures in young children’s geometric thinking. In Elia I., Mulligan J., Anderson A., Baccaglini-Frank A., & Benz C. (Eds). Contemporary Research and Perspectives on Early Childhood Mathematics Education. ICME-13 Monographs. Springer, Cham. DOI: https://doi.org/10.1007/978-3-319-73432-3

Hachey, A. (2013). The early childhood mathematics education revolution. Early Education and Development, 24(4), 419-430. DOI: https://doi.org/10.1080/10409289.2012.756223

Hawes, Z., Caswell, B., Moss, J., & Ansari, D. (2018). Relations between numerical, spatial and executive function skills and mathematics achievement: A latent – variable approach. Cognitive Psychology, 109, 68-90. DOI: https://doi.org/10.1016/j.cogpsych.2018.12.002

Irma, Y., Myrnawati, C., & Yufiarti, F. (2017). Early mathematical ability of children aged four to five years in the province of Banten, Indonesia. International Journal of Education and Research, 5(8), 67-80.

Lee, S. (2010). Mathematical outdoor play: Toodler’s experiences. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 723-726). MERGA.

Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge?. Developmental Psychology, 46(5), 1309–1319. DOI: https://doi.org/10.1037/a0019671

Nguyen, T., Watts, T., Duncan, G., Clements, D., Sarama, J., Wolfe, C., & Spritler, M. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early Childhood Research Quarterly, 36, 550-560. DOI: https://doi.org/10.1016/j.ecresq.2016.02.003

Ozdogan, E. (2011). Play, mathematic and mathematical play in early childhood education. Procedia Social and Behavioral Sciences, 15, 3118-3120. DOI: https://doi.org/10.1016/j.sbspro.2011.04.256

Panaoura, R. (2021). Parental involvement on children’s mathematics learning before and after the pandemic of the Covid-19. Social Education Research, 2(1), 65-74. DOI: https://doi.org/10.37256/ser.212021547

Parviainen, P. (2019). The development of early mathematical skills – A theoretical framework for a holistic model. Journal of Early Childhood Education Research, 8(1), 162-191.

Sarama, J., & Clements, D. (2009). Building blocks and cognitive building blocks: Playing to know the world mathematically. American Journal of Play, 1(3), 313-337.

Soto-Calvo, E., Simmons, F. R., Adams, A.-M., Francis, H. N., & Giofre, D. (2019). Pre-schoolers’ home numeracy and home literacy experiences and their relationships with early number skills: Evidence from a UK study. Early Education and Development, 31 (1), 113-136. DOI: https://doi.org/10.1080/10409289.2019.1617012

Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360. DOI: https://doi.org/10.3102/0013189X14553660

Yilmaz, Z. (2017). Young children’s number sense development: Age related complexity across cases of three children. International Electronic Journal of Elementary Education, 9(4), 891-902.

Downloads

Published

2022-07-19

How to Cite

Petrou, P., & Panaoura, A. . (2022). Play based activities for mathematical thinking at infancy: Nursery teachers’ and parents’ beliefs. Journal of Childhood, Education & Society, 3(2), 86–97. https://doi.org/10.37291/2717638X.202232171