P is for play

When the word "Maths" is uttered, it often evokes visions of dry textbooks, perplexing formulas, and intimidating equations. For many, reminiscing about early encounters with mathematics summons memories of formalized tasks, devoid of joy or excitement. But why does the marriage of "maths" and "play" seem like such an elusive concept? Why do we seldom associate mathematics with fun and playfulness, especially when we readily embrace such approaches for language development and phonics?

As a parent exploring educational options for my toddler, I've noticed a glaring gap in the landscape of early childhood education: the absence of playful math activities. It brings to mind a poignant quote by Winter (1992) that encapsulates this dilemma: "Mathematics could be like roller-skating, but usually it is like being told to stop roller-skating and come in and tidy your room. This is not a superficial matter."

The reluctance to introduce maths through play may stem from differing perceptions of what constitutes play, as noted by van Oers (2013). Additionally, adults tend to focus on reaching predetermined outcomes, whereas children revel in the process itself. Reflecting on my own child's experiences, I've realized that while her nursery celebrates milestones like counting achievements, my primary concern is whether she's enjoying the journey of learning.

Sadly, even professional development programs like the National Professional Qualification (NPQ) for Primary maths leads often overlook the significance of fun, enjoyment, interest, and creativity in mathematical education. There's a misconception that early mathematical education should primarily focus on rote counting rather than fostering mathematical reasoning. However, research suggests that young children are capable of reasoning and problem-solving akin to adults, albeit with less experience (Goswami, 2015).

But integrating play into mathematics need not be daunting. Simple activities like "Simon Says" or scavenger hunts can seamlessly weave mathematical concepts into playtime, fostering skills like following directions, spatial awareness, and numerical sequencing. Moreover, play-based activities provide a nurturing environment where children feel comfortable taking risks, making mistakes, and persevering through challenges—an essential foundation for mathematical proficiency.

However, for parents and educators, embracing play requires a paradigm shift. It's about refraining from focusing solely on correct answers and instead encouraging exploration, problem-solving, and collaboration. Play isn't about reaching a destination; it's about relishing the journey and discovering multiple paths to understanding.

The beauty of play extends beyond early childhood—it can accompany children throughout their educational journey. As a former teacher, I cherished the end of the academic year, when we could indulge teenagers in more engaging activities. Whether it was relay races intertwined with quizzes or entrepreneurial ventures like devising a business proposal for their own zoo, play remained a potent tool for learning.

Fortunately, there's a wealth of resources available to support parents and educators in embracing playful mathematics. From books like "Playful Mathematics" by Helen Williams to outdoor approaches outlined in "Messy Maths" by Juliet Robertson, there's no shortage of inspiration for infusing joy and creativity into mathematical education.

In conclusion, the fusion of maths and play holds immense potential to revolutionize mathematics education, turning dread into delight and transforming learners into fearless problem-solvers. So let's embrace play as the cornerstone of mathematical exploration and pave the way for a future generation that views mathematics not as a chore but as a thrilling adventure waiting to be explored.

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