Can play in the senior primary classes encourage mathematical thinking, develop mathematical understanding, promote mathematical discussion, and facilitate the use of mathematical language?

Abstract

The New Primary Mathematics Curriculum (2023), which espouses playful and engaging learning experiences built upon the knowledge, skills, and attitudes developed in the home and in preschool settings gave teachers in the senior primary classroom, reason for thought and discussion (NCCA, 2023). As a teacher in a senior primary class, I noted how the Mathematics Curriculum, which guides instruction and evaluation of the highest caliber, and promotes a range of pedagogical techniques and strategies, references the advantages and importance of play, playfulness, and creativity throughout all classes in primary school (I.N.T.O., 2023). The benefits of play-based early learning, in preschool and junior primary school have been well documented by theorists and educators who have illustrated how early play based mathematical experiences can be clarified and enhanced to support children's mathematical development and formal mathematical thinking (Tudge, J. R. H., & Doucet, F., 2004). The purpose of this thesis is to consider to what extent playful mathematical learning is used in senior Primary Classes and to answer the following question: Can play in the senior Primary Classes encourage mathematical thinking, develop mathematical understanding, promote mathematical discussion, and facilitate the use of mathematical language? The characteristics of playful learning settings in senior primary classrooms are ones in which under the guidance of teachers, children make choices about their learning, ask questions, and share thoughts or observations, can move freely inside the classroom to connect with other children and resources, and are allowed time to make thoughtful decisions. The methodology I chose for this thesis was a research interview which had as its focus the thoughts, and insights of five teachers in senior Primary School classes about playful learning in mathematics (Cohen et al., 2018). Some conclusions were that teachers in the senior primary classes in this study were predisposed to playful learning in mathematics and embraced it in their classrooms to promote cognitive and social development. The teachers highlighted the importance of using materials to develop mathematical thinking and understanding, of connecting mathematics meaningfully with real life experiences and of the significance of discussion and using mathematical vocabulary in the playful mathematics environment.