Running head: MATHEMATICAL THINKING IN EXPLORATIVE PLAY

The Use of Mathematical Thinking in Explorative Play

Krystal McVicker and Erica Nordgren
University of Colorado, Denver

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

Abstract
As children explore and interact with materials in their environment, they utilize many
mathematical skills such as patterns, measurements, shapes, and spatial awareness. With this
spontaneous engagement in mathematical thinking, children are creating a foundation for their
future abilities and enthusiasm in mathematical thinking. This mixed methods study examines the
types of mathematical skills that are elicited through explorative play with three different
classroom manipulatives: clay, building blocks, and drawing. Observations were conducted in a
preschool classroom of three and four year old children to collect data on which skills are used
with each of the manipulatives. The researchers found that the three classroom materials elicited
the use of many different mathematical skills provided by the state standards from the Colorado
Department of Education.
Introduction
In recent years, the push for academic success has risen and a concern that play-based
learning is not adequately preparing our children for success is on the rise, resulting in decreased
playtime for our youngest learners (Trawick-Smith, Swaminathan, & Liu, 2016;2015). However
research supports that children learn through social interactions, open ended materials, and
through exploration and play (Piccolo, 2012; Strong-Wilson & Ellis, 2007). Piccolo (2012)
reinforces this concept when he cites, preschoolers engage in algebraic reasoning when they
observe, explain, or create patterns with everyday materials (as cited in Papic & Mulligan,
2007) (p. 312). In her study, Arndt (2012) supports that one of the most efficient ways that
children learn is by doing, and this doing best occurs through play and open ended exploration
This work is also supported by Strong-Wilson and Ellis in 2007. The researchers set out to
document which mathematical skills the children employed while engaging in play and free

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

exploration of materials. The guiding questions for this study are: How can the physical
classroom environment support or encourage the use of mathematical skills? What materials
elicit these concepts most? And, how does this concept confront or support the current theories
surrounding early childhood education?
Literature Review
The role of the physical environment is becoming an increasingly popular topic in the
recent years (Berris & Miller, 2011). This field is not new as the physical environment has been
seen as crucial for development for over 50 years where theorists such as Piaget and Vygotsky
believe in a rich environment with quality stimuli.
Environment as a Teacher
According to Berris and Miller (2011), the physical environment is seen as a critical
partner in a childs cognitive, social and physical development, described by many as the third
educator (p. 102). Further discussion highlights natural environment and natural materials as
important to child development as it can stimulate social interaction between children . . . and
improve childrens cognitive development by heightening their awareness, reasoning, and
observational skills (Strong-Wilson & Ellis, 2007, p. 42). The Reggio Emilia approach to
education identifies eight principles for creating a quality environment: aesthetics, transparency,
active learning, flexibility, collaboration, reciprocity, bringing the outdoors in, and relationships.
Tactics such as posting documentation (images, words, booklets) around the room at their level
and storing materials in transparent containers can pique imagination and curiosity in children
while they work.
Learning by Doing

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

One of the key components of the Reggio Emilia approach is the concept of provocations
(Edwards, Gandini, & Forman, 2012). Teachers set out materials in a thought provoking and
intriguing way to entice children to meaningfully engage with the environment (Strong-Wilson,
Ellis, 2007). Provocations are meant to surprise children and spark discussion (p. 42). In
association, Arndt (2012) states that learning by doing, or learning by trial and error, is one of the
most meaningful ways children learn. These experiences, along with experiences from
observations and daily experiences, are the essential basis for all higher order mental processes;
such as developing concepts, testing hypothesis (p. 43). Arndt discusses the importance of trial
and failure to occur prior to the trial and success. When the error occurs, the learners memory
functions are increased and they attempt new strategies. Then, when success occurs, a larger
quantity of released dopamine leads to a stronger connection between those nerve cells that have
just been activated. These connections store a representation of the successful action procedure
and can then be called upon in the future (p. 43). Arndt points out that children also learn
through models by observing and imitating. The key difference between these two processes is
that in the second the learner is given information about possible procedures and at least one
possible outcome. This action fires the mirror neurons in the inferior lateral frontal cortex. These
cells are the basis for children to imitate any possible movements, and the existence alludes to
the value of observational learning.
Mathematical Thinking in Play
As children are exploring their environments through play, they often utilize many
foundational skills for mathematical thinking that can support their future success in math
(Piccolo, 2010, p 311-2). Studies have shown that certain classroom manipulatives, such as
blocks, can support algebraic reasoning, spatial reasoning, and mathematical problem solving

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

(p. 312). These mathematical phrases and terms are not typically associated with the preschool
age, because there are misconceptions that these skills are beyond the abilities of children this
age. However, one can observe children as they create and observe patterns, reason with spatial
qualities, and problem solve, and see the complexity and depth in the childrens play. Further,
children have an innate curiosity to make sense of the world around them, and the use of
concepts, such as deconstructing and constructing quantities, can occur with young children
during typical daily activities, such as folding blankets, puzzles, and block building (Parks &
Blom, 2014). Therefore, it is the teachers role to notice the concepts emerging and support the
childs process of learning (2014).
The Role of the Educator
An important aspect of childrens mathematical thinking during play is the role of the
educator, parent, or other adult. Teacher input can be in the form of using certain language (i.e.
math talk), asking open-ended questions that encourage deeper thinking, or directing attention
to certain concepts arising in the play (Park, 2008). This involvement of the teacher can
significantly increase the students learning and development of mathematical thinking skills
(Park, 2008). Its important to note that not all input & involvement is supportive and conducive
to the childs learning. Good-fit interactions are those in which the adult provides the
appropriate amount of guidance and support during a childs play to help them think in more
complex ways (Trawick-Smith, 2016, p. 728). The teacher should practice regular observations
of the students to create a deeper understanding of student abilities, learning types, and
personalities so that the teachers input is the most informed and conducive to the students
learning.
Methodology

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

Through this mixed methods study, the researchers chose to evaluate three different
classroom manipulatives and the types of mathematical thinking skills provoked in preschool
students in order to find how the classroom environment can support and encourage the use and
development of these skills. The researchers will utilize the data collected to make suggestions
for early childhood educators in their efforts to promote early mathematical thinking skills in
their classrooms.
Participants
This study took place at Boulder Journey School, in Boulder, Colorado. Boulder Journey
School is a private preschool focused on the Reggio Emilia Approach, an approach to education
that values a strong image of the child and relies on a classroom environment that reflects that
image through open-ended, age appropriate classroom materials (Strong-Wilson & Ellis, 2007).
Observations will be carried out in one classroom of Boulder Journey School, a preschool
classroom, consisting of three and four year old students. The classroom is made up of five boys
and three girls, all Caucasian and middle class. The school day runs from 9am to 1pm, and
observations will occur during these hours.
Data Collection
A mixed methods study is conducted in a preschool classroom to evaluate the
spontaneous use of mathematical thinking with three different types of classroom manipulatives:
clay, building blocks, and drawing and painting. Quantitative data will be collected over five
school days (July 6-12, 2016), and the researchers will use a data collection chart to capture the
raw number of mathematical skills that arise with each material (Appendix A). The mathematical
skills chosen are found in the Colorado Department of Educations (CDE) Colorado Standards
for preschool and kindergarten students. Both preschool and kindergarten standards are

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

considered for this research to encompass the wide range of skills and abilities present in the
classroom. The researchers will utilize the data collection chart and create tally marks for each
occurrence of a mathematical thinking skill.
The three materials will be made available to the students each of the five days, and the
students will be able to interact with the materials throughout the school day. The materials will
be prepared each of these days by the researchers to provoke the students to think mathematically
(i.e. patterns, shapes, different sizes, opposites, etc.). As the students are interacting and engaging
with the materials, the researchers will be collecting qualitative data by closely observing the
students actions and dialogue. Through careful observation, the researchers will note any
dialogue or clear actions (i.e. sorting, counting, patterns, etc.) of the students exhibiting
mathematical skills outlined in the data collection chart. As these observations are made, the
researchers will add tally marks to the data collection chart so that there will be a raw number of
mathematical skills observed (i.e. 23 occurrences of counting to determine the number of objects,
14 occurrences of sorting objects by attribute, 19 occurrences of using positional words, etc.).
Results
Upon the conclusion of the data collection time period, the researchers compiled the data
collected on the individual days. The raw data was then totaled for the six categories of
mathematics standards from the CDE state standards for preschool and kindergarten students and
then finally totaled for each material (Appendix B). The data showed that the most mathematical
skills (35 instances) were exhibited while children were drawing or painting, followed by clay
with 24 instances, and finally blocks with 3 instances. Both clay and drawing or painting had
high occurrences for similar mathematical concepts (naming, counting, representing, and
ordering quantities, and using measurement to compare and order objects).

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

The data indicates that the skills requiring children to use numbers to name, count, and
order quantity occurred 19 times over the 5 days and measurement using comparison and
ordering objects occurred 18 times over 5 days. Closely behind, with 14 instances, was the
mathematical skill requiring children to describe shapes by characteristics and position and
created by composing and decomposing. A variety of skills were largely used by clay and
drawing or painting in comparison to its block play counterpart.
Using Clay Coils to Count and Quantify
In this experience two children began to make
snakes out of clay coils and describing measurable
attributes of clay figures. One child says, A little ball,
an itty bitty ball to which the other child responded,
Wanna see me make a huge ball? These utterances
show the mathematical skills of comparing measurable
attributes of objects all while participating in social interactions. The girls then began making one
or two clay coils and comparing them to one another by lining
them up, This is the little sister, shes little. Soon the
children began making several coils and began counting them
with one-to-one correspondence. I got 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 snakes! The girls
even compared their final total to one anothers. I have more
snakes, you have 15 and I have 27!

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

A Drawing of a Fire Truck

A few children collaborated on a drawing and painting of a fire truck to give to the
firefighters in Boulder as a thank you for allowing us to visit their station. One child, who
worked on the majority of the drawing, referenced a photo of a fire truck to inform his drawing.
As he began to conquer his drawing, he declared, Ill start with the wheels. Theres two in the
picture so there must be four, demonstrating his skills with counting and addition. He continues
to draw four circles, counting, One, two, three,
four. This student notices, [The wheel is] a
circle with lots of little circles, so he continues
to draw his wheels, composed of several small
circles. The student pauses, concerned he is not
able to draw the fire truck independently: I
dont know how to draw the whole truck. It
looks like its kind of one big rectangle. He
realizes the composition of the truck is two
shapes that form one larger shape,
demonstrating his geometrical skills. He
notices, Theres a number on the truck. 2-5-07. He demonstrates his understanding that a numeral equals a quantity, but also that sometimes a
numeral represents an object. The student and his peers decide excitedly, We need to paint the
whole thing red!
Discussion/Conclusion

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

The researchers have collected and analyzed the data from this study and they will use
this information to discuss the limitations, implications for future studies, and how this
information can support educators as they make decisions on how to present materials to support
mathematical skill development in the classroom.
Limitations and Missing Data
In preparation for this study, the researchers chose to specifically focus on the above
information. The researchers recognize that results will be limited as the following were not
taken into consideration for the purpose of this short term study: whether the children were
working together or alone, number of students working together at a time, whether or not the
materials were set up in the same way every day. Given the time constraint of the study, the
researchers decided to conduct this study in an attempt to gather baseline data and inspire new
methodology to address the missing data in the next steps of this study. It should also be noted
that the sample size and data collection times are very small. During this data collection, we also
wanted to note that the motivation of the children played a large role in the use of the materials
offered to the children. The researchers did not instruct the children to interact with these
materials; they only made them available in provoking ways to encourage their use. Blocks were
found to be the least utilized material, mainly due to the lack of interest by the students. The
researchers speculate that blocks are not as desired by the children as the clay and drawing
materials, and this led to limitations in the amount of data collected. The researchers also
speculate that maybe a different material (i.e. ramps, tubes, magnets) in place of the blocks
would have been more enticing for the students. Another limitation on this data collection was
the influence of the teacher on the students activities. This study did not take into account how
the teachers talk, questions, feedback, and general demeanor may have affected the childrens

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

use of skills, whether encouraging or discouraging. Ideally, further studies and data collection
would take into account more of these variables.
Implications of Study
In the realm of early childhood education, there is much debate over how to teach and
support young children as they enter their educational careers. In response to the push for early
academic success, countless forms of preschool curriculum have been designed by educational
companies to support the development of mathematical thinking skills in preschoolers (NCQTL,
2015). With the researchers findings and review of literature, the argument is being made that
children are able to learn complex skills through various forms of explorative play with support
from knowledgeable educators. This is not to claim that the preschool curriculum kits mentioned
are not useful, successful, or valid, but to encourage educators to utilize explorative play either in
addition or in lieu of these kits or other forms of curriculum to allow children to develop
curiosity, creativity, and enthusiasm for the discovery and exploration of mathematical thinking.
The researchers would like to encourage fellow early childhood educators to experiment, first, on
their own with these types of classroom materials to see how they themselves think
mathematically as they manipulate, test, and interact with the materials. This allows adults to
attempt to take the perspective of the child while engaging with the material and possibly explore
memories of similar experiences. Further, educators can begin experimenting with provocations
or the setup of materials to see how students react to different presentations. For example, how
do the students approach the clay when it is set up in different sized balls? How do the students
approach drawing utensils when the paper is cut into different shapes, such as triangles, squares,
or circles? How do the students approach building blocks when they are laid out on the floor to
form a star? Another important factor in these experiences, as mentioned earlier, is the role of the

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

educator and the use of math talk (Park, 2008). The educator can be a central support for the
students as they play and explore mathematical concepts, by scaffolding, offering open-ended
questions, guiding the childrens attention towards concepts arising in play. As educators
experiment with these different provocations, its encouraged to take notes, photos, and/or videos
of how the students react, respond, and what types of skills and concepts arise from these
provocations. This will allow the educator to reflect on the experience and to plan for changes or
modifications that can improve future experiences. The focus of this process should be on the
thoughtful observation, documentation, and reflection on how the students utilized the
provocation.
Conclusion
Through data collection and analysis conducted, the researchers have found that, by
introducing explorative, open-ended materials, such as clay, drawing, and/or building blocks, the
classroom environment can support and encourage the use and development of mathematical
skills. These opportunities for play give children the time and space to experiment and problem
solve--learning by trial and error. This leads to more meaningful discoveries, such as the
discovery that 2 and 2 make 4, and creates excitement and enthusiasm for that student to discover
other concepts in the future. These positive, early experiences are crucial for the future success of
young children in more advanced mathematical learning.

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

Appendices
Appendix A
Data Collection Chart

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

Appendix B
Compiled Data Charts
Mathematical Skills Listed by CDE

Whole numbers can be

used to name, count,
represent, and order
quantity (K)

Use
Compare
number
Count to
and
names
determine instantly
and count the number recognize
sequence of objects numbers

Clay

Composing and
decomposing
quantity forms the
foundation for
addition and
subtraction (K)
Represent
addition and
subtraction
with objects,
fingers,
mental
images,
drawings,
acting out

Quantities can
Shapes can be described by
be represented characteristics and position and created
and counted (P)
by composing and decomposing (K)

Decompos
e numbers
less than or
equal to 10
into pairs in
more than
one way

Use
position
words to
Model
descrive
Names
shapes in
Count and
place of
shapes
building
Compose
represent Match a objects in regardless shapes from
simple
objects
quantity environmen
of
components shapes to
including
with a
t (above, orientation and drawing form larger
coins to 10 numeral
below)
or size
shapes
shapes

Blocks
Drawing/
Painting

2
5

Mathematical Skills Listed by CDE

Shapes can be observed in the
world and described in relation to
one another (P)

Measurement is used to compare and order objects (P/K)

Group objects
according to
their size using
standard and
nonstandard
forms (height, Sort coins
Describe
Describe weight, length, by physical measurable
the order
or color
attributes
attributes of
of
brightness) of
such as
objects, such
common measurement
color or
as length or
events
(P)
size (P)
weight (K)

Clay

Blocks

Drawing/
Clay

Directly
compare
two
objects
using
more
than etc.
(K)

Order
several
objects
by
length,
height,
weight,
or price
(K)

Count the
numbers
of objects
in each
category
(K)

Match, sort,
group and
name basic
shapes found
in the natural
environment

Sort similar
groups of
objects into
simple
categories
based on
attributes

Use words to
describe
attributes of
objects

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

Section Totals
Whole
numbers can
be used to
name, count,
represent, and
order quantity
(K)

Shapes can be
Shapes can
Composing and
described by
Measurement be observed
decomposing Quantities can
characteristics
is used to
in the world
quantity forms be represented
and position and compare and and described
the foundation and counted
created by
order objects in relation to
for addition and
(P)
composing and
(P/K)
one another
subtraction (K)
decomposing (K)
(P)

Totals

Clay

24

Blocks

11

10

35

Drawing/P
ainting

MATHEMATICAL THINKING IN EXPLORATIVE PLAY

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