Teacher-directed play as a tool to develop emergent mathematics concepts : a neuro-psychological perspective

Abstract

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background.