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

Mette Amalie Bundgaard; Erik Ottar  Jensen

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

Mette Amalie Bundgaard
, Erik Ottar Jensen

STEM-didaktik

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

Abstract

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?

Original language	English
Title of host publication	Proceedings of the conference "Game-based and playful Approaches to Mathematics Education"
Number of pages	5
Publication date	19 Jun 2025
Pages	21-24
Publication status	Published - 19 Jun 2025
Event	GAME- Game-based and playful Approaches to Mathematics Education: 2024 - Rome, Italy Duration: 9 Sept 2024 → 10 Sept 2024

Conference

Conference	GAME- Game-based and playful Approaches to Mathematics Education
Country/Territory	Italy
City	Rome
Period	09/09/24 → 10/09/24

Keywords

mathematics

Access to Document

https://hal.science/view/index/docid/05123506Licence: CC BY-NC

Cite this

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title = "Teacher{\textquoteright}s perspectives on guided plays role in students{\textquoteright} meaningful mathematical learning",

abstract = "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{\textquoteright} everyday experiences in a mathematical educational scenario?",

keywords = "mathematics, spil i undervisningen",

author = "Bundgaard, \{Mette Amalie\} and Jensen, \{Erik Ottar\}",

year = "2025",

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day = "19",

language = "English",

pages = "21--24",

booktitle = "Proceedings of the conference {"}Game-based and playful Approaches to Mathematics Education{"}",

note = "GAME- Game-based and playful Approaches to Mathematics Education : 2024 ; Conference date: 09-09-2024 Through 10-09-2024",

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Bundgaard, MA & Jensen, EO 2025, Teacher’s perspectives on guided plays role in students’ meaningful mathematical learning. in Proceedings of the conference "Game-based and playful Approaches to Mathematics Education" . pp. 21-24, GAME- Game-based and playful Approaches to Mathematics Education, Rome, Italy, 09/09/24. <https://hal.science/view/index/docid/05123506>

Teacher’s perspectives on guided plays role in students’ meaningful mathematical learning. / Bundgaard, Mette Amalie; Jensen, Erik Ottar .
Proceedings of the conference "Game-based and playful Approaches to Mathematics Education" . 2025. p. 21-24.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

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AU - Bundgaard, Mette Amalie

AU - Jensen, Erik Ottar

PY - 2025/6/19

Y1 - 2025/6/19

N2 - 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?

AB - 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?

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KW - spil i undervisningen

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BT - Proceedings of the conference "Game-based and playful Approaches to Mathematics Education"

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Y2 - 9 September 2024 through 10 September 2024

ER -

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

Abstract

Conference

Keywords

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