Abstract
This paper considers examples of situations in mathematics learning that are often described as play-based and critiques these in light of conceptualisations of play focusing on children's processes and dispositions. The potential of play in mathematics learning is investigated and the question asked as to whether it matters if children make mathematics play. The role of early childhood educators in using play to build on children's existing mathematical understandings is explored.
| Original language | English |
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| Title of host publication | MERGA 33 |
| Subtitle of host publication | Shaping the future of Mathematics Education |
| Place of Publication | Fremantle |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 715-718 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781920846251 |
| Publication status | Published - 2010 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia - Fremantle, WA Duration: 03 Jul 2010 → 07 Jul 2010 |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia |
|---|---|
| Period | 03/07/10 → 07/07/10 |