Exploring the role of play in teaching number sense to grade 3 learners

Abstract

The use of a play-based teaching strategy was introduced in the Foundation Phase of the South African curriculum in 2015. Despite interventions made by the South African education ministry, learners continue to perform poorly in Mathematics. The role of play in teaching number sense to Grade 3 learners was examined in this study. The literature addressing the use of play in teaching Mathematics to young children was reviewed. Furthermore, semi-structured interviews, document analysis and non-participant observation were used for the qualitative case study research. This study selected six (6) Grade 3 educators who were teaching Mathematics from three (3) public schools, with two participants from each school. They were interviewed to get their views and experiences concerning the use of play in teaching number sense to Grade 3 learners. Lesson plans, learners’ classwork and workbooks were requested to corroborate educators’ views on the use of play. Most importantly, educators were observed when teaching Grade 3 learners number sense through play. The findings of this study showed that educators did not have clear guidance on the use of play when teaching number sense. Educators used play as an intervention strategy, not a teaching strategy. Educators also complained about the lack of cost resources to engage in different types of play to enhance logical-mathematical intelligence. Educators indicated that the role of play in teaching number sense to Grade 3 learners is socialisation. Drawing from the findings of this study, guidelines were recommended for the use of play were developed. These guidelines were informed by Vygotsky’s social development theory and Gardner’s multiple intelligence (logical-mathematical intelligence). This study recommends that the suggested guidelines would help educators to use play when teaching number sense.