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

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 educ..