Teacher’s perspectives on guided plays role in students’ meaningful mathematical learning

In Danish Kindergarten class, learning should be playful while preparing students for entering 1. Grade of formal schooling. Students engage in playful learning to obtain mathematical learning goals. As anapproach to playful learning, guided play isimplemented as part of a design-based PhD project. No prior research on guided play in mathematics focuses on the teacher's perspective. However, teachers' reflections are essential in design-based research (Mckenney & Reeves, 2019) and are therefore important when designing an intervention. Thus, this paper investigates: What role do teachers experience guided play to have in connection to students’ everyday experiences in a mathematical educational scenario?