Play-Based Mathematics Activities as a Resource for Changing Educator Attitudes and Practice

Caroline Cohrssen, Amelia Church and Collette Tayler

SAGE Open, 2016, vol. 6, issue 2, 2158244016649010

Abstract: This multiple case study explored early childhood educators’ implementation of a suite of play-based mathematics activities with children aged 3 to 5 years in six different early childhood education and care programs in Melbourne, Australia. Educators approached the enactment of the activities differently; however, those educators who used the activities reasonably frequently and with attention to the underpinning mathematical concepts reported an increase in their self-confidence in supporting children’s mathematical thinking. For these educators, increasing self-confidence, in conjunction with children’s enthusiasm, led to increased frequency and further gains in self-confidence. Some educators did not implement the activities and no change in attitude was observed. New ways to support early childhood mathematics teaching practice, as a means to challenge entrenched attitudes and beliefs, are needed.

Keywords: early childhood; mathematics; teacher attitudes; teacher beliefs; curriculum; maths talk; play-based mathematics (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016649010

DOI: 10.1177/2158244016649010

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