Exploring mathematics through play in the early childhood classroom

Foreword / Elizabeth Graue

Part I. Creating Time and Space For Play

1. Introduction

What Is Play? Or Do You Know It When You See It?

Where's the Math?

2. Finding Out About Children's Mathematical Play in Multiple Contexts

Investigating Opportunities for Mathematical Play at School

Conducting a Community Survey

Reaching Out to Families

3. Organizing Time and Space at School for Mathematical Play

Organizing Time

Helpful Materials

Structuring the Day

Part II. Highlighting the Mathematics in Play

4. Blocks, Puzzles, and Dolls: The Geometry Standards

Big Ideas in Geometry for the Primary Grades

Facilitating Block Play

Practicing with Puzzles

Exploring Possibilities with Dolls and Housekeeping

Bringing Blocks, Puzzles, and Dolls into Formal Lessons

5. Games and Action Figures: The Number and Operations Standards

Big Ideas in Early Number

Counting and Comparison with Action Figures and Other Toys

Supporting Game-Based Play

6. Which Is Longer? What Holds More? The Measurement Standards

Big Ideas in Measurement

Toys that Encourage Comparison

Play That Builds Understandings of Units

Playful Measurement Lessons

That Support the Use of Standard Tools

7. The Mathematical Practices

What Do the Practices Look Like in the Early Grades?

Focal Practice 1: Making Sense of Problems and Persevering to Solve Them

Focal Practice 2: Attending to Precision

The Other Practices

Part III Making Formal Lessons Playful

8. Designing Formal Lessons That Build on Play

Mathematizing the Language of Play

Assigning Tasks Based on Student Explorations

Introducing Playfulness into the Formal Curriculum

9. Including Play in Assessments

Assessment Through Observation

Designing Play-Based Assessment Tasks

10. Conclusion

Append

ix A: Opportunities for Mathematical Learning During Play

Appendix B. Words to Listen for to Identify Informal Mathematics

Appendix C. Observation Form

References

Index

About the Author