Preschool children’s mathematical arguments in play-based activities.

The study investigates the structure and mathematical content of children's mathematical arguments during play-based activities in kindergarten. The goal is to understand how children communicate mathematically through play. The research question is: What characterises the structure and mathematical content of children's mathematical arguments in play-based activities?

The results show that play-based activities in kindergartens provide opportunities to develop children's ability to argue mathematically. Children's mathematical argumentation is complex and often arises spontaneously based on what they are playing with. They use a combination of verbal language, gestures, body language, and concrete objects to support their arguments, showing a multimodal interaction.

The data material consists of fifteen video recordings from play-based activities in a kindergarten that focuses on science. Over a period of seven weeks, mathematical arguments from 25 five-year-olds were studied.

Nergård, B. (2021). "Preschool children’s mathematical arguments in play-based activities". Math Ed Res J 35 (Suppl 1), DOI: https://doi.org/10.1007/s13394-021-00395-6