Overview

This innovative book examines the dynamic intersection between play and mathematics in early childhood education, challenging traditional educational approaches. Through international perspectives and practices, it demonstrates how mathematical concepts naturally emerge through children's play and how educators can enhance mathematical learning without disrupting the play experience. Comprising 11 chapters with diverse cultural and educational perspectives, the book explores how children engage with mathematical concepts through play across different countries and contexts. It addresses critical issues for early childhood education and care practitioners, examining similarities and distinctions between mathematics and play while providing practical approaches for integrating mathematics into play for various age groups. The comparative international approach highlights both the universality of play in learning and unique cultural methods for facilitating mathematical understanding. Original research showcases how children's mathematical thinking surfaces in various play scenarios and offers pedagogical practices that support both play and mathematical development without compromising the integrity of either. This essential resource serves early childhood educators, researchers, students, and policymakers committed to enhancing mathematics education quality and effectiveness. It provides practical guidance for promoting more equitable and engaging approaches to mathematical learning in the early years.

Full Product Details

Author:   Oliver Thiel (Queen Maud University College, Norway) ,  Elizabeth Carruthers ,  Chrystalla Papademetri
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
ISBN:  

9781041238379

ISBN 10:   1041238371
Pages:   276
Publication Date:   03 July 2026
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

Contents FOREWORD INTRODUCTION 1. Setting the Stage for Mathematics and Play in Early Childhood Education Elizabeth Carruthers and Oliver Thiel 1.1. Introduction 1.2. Play 1.3. Mathematics 1.4. Play and mathematics 1.5. Praxeology 1.6. Structure of the book PART I CHILDREN’s PLAY 2. Reframing children’s mathematics in play. Perspectives from England and Greece Maria Papandreou and Elizabeth Carruthers 2.1. Introduction 2.2. Theoretical background 2.3. The two case studies 2.4. Reframing children’s mathematics in play 2.5. Conclusion 2.6. Reflective questions 2.7. Reference list 3. Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiences Francesca Granone, Elin Reikerås, and Maire Tuul 3.1. Introduction 3.2. Method 3.3. Results 3.4. Discussion 3.5. Reflective questions 3.6. Reference list 4. ‘It will probably be good.’ Emergent stochastics in children’s outdoor play Zoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente 4.1. Introduction 4.2. Play 4.3. Previous research 4.4. Theoretical framework 4.5. Methods 4.6. Participants 4.7. Quantitative findings 4.8. Qualitative findings 4.9. Discussion 4.10. Conclusion 4.11. Acknowledgements 4.12. Reflective questions 4.13. Reference list 5. Mathematical play outdoors in the UK and USA: Measurement, sorting, topology, pendulum and meaningful mathematical practice arising from contextual events Mandy Andrews and LeaAnn Christenson 5.1. Introduction 5.2. The contexts 5.3. Theoretical framework 5.4. Methods 5.5. The vignettes 5.6. Discussion and implications for practice 5.7. Concluding comments 5.8. Reflective questions 5.9. Reference list 6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhood Chrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou 6.1. Introduction 6.2. Theoretical framework 6.3. Examples of practice 6.4. Discussion: Emerging themes 6.5. Reflective questions 6.6. Reference list PART II PRACTITIONER’s REFLECTIONS 7. Mathematical learning during pretend play: A comparative study in Catalonia and Norway Judith Fábrega, Mequè Edo, and Annette Furnes 7.1. Introduction 7.2. Research question 7.3. Theoretical framework 7.4. The Norwegian and Spanish curricula 7.5. Methods and materials 7.6. Results 7.7. Comparative analysis of the two datasets 7.8. Discussion 7.9. Conclusions 7.10. Reflective questions 7.11. Reference list 8. Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play – voices from Italy and Sweden Benita Berg, Ester Catucci, and Laura Leonardi 8.1. Introduction 8.2. Aim and research question 8.3. Method 8.4. Result 8.5. Discussion 8.6. Reflective questions 8.7. Reference list 9. Practitioners’ perspectives on mathematics in children’s play Catherine Gripton, Anne Hj. Nakken, Beate Nergård, and Camilla N. Justnes 9.1. Introduction 9.2. Mathematics and play 9.3. Researching mathematics in play 9.4. Findings 9.5. Discussion 9.6. Conclusion 9.7. Reflective questions 9.8. Reference list 10. ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflections Elena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna Efstathiadou 10.1. Introduction 10.2. Theoretical background 10.3. Methodology 10.4. Findings 10.5. Discussion 10.6. Reflective questions 10.7. Reference list CONCLUSION 11. Play and Mathematics in Early Childhood Education: Synthesising Insights and Paving the Way Forward Chrystalla Papademetri 11.1. Introduction 11.2. Discussion: Insights for practitioners, teacher educators, and researchers 11.3. Bringing it together: Key insights for practice and research 11.4. Reference list APPENDIX The early childhood education and care (ECEC) systems across the countries included in this book 1. Catalonia Judith Fábrega 2. England Catherine Gripton 3. Estonia Maire Tuul 4. Galicia Lucía Casal-de-la-Fuente 5. Greece Zoi Nikiforidou and Maria Papandreou 6. Italy Laura Leonardi and Ester Catucci 7. Maryland, USA LeaAnn Christenson 8. The Netherlands Annerieke Boland, Ronald Keijzer, and Bert van Oers 9. Norway Elin Reikerås 10. Sweden Benita Berg and Ester Catucci 11. Overview of the ECEC systems in the countries included in the book Oliver Thiel 12. Reference list Index

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Author Information

Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway. Elizabeth Carruthers is the Founder of the International Children’s Mathematics Research Network in the UK. Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.

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