## Summer Book Study – Week 2 – Chapter 2

Hello everyone and welcome back to Week 2- Mathematical Play in Multiple Contexts-of our Summer Book Study. If you missed last week’s post, you can read my post here and Greg’s post here.

This chapter focuses in on recognizing that learners are gaining mathematical experiences through a variety of activities that adults usually deem as ‘play’. The importance of surveying what types of play each student does and likes; and then using that information to extend and make connections that students can actually connect to. I am really appreciating the simple breakdown of information and research in the last (2) chapters. It allows for me to reflect on the content and not feel so overwhelmed with information. Anyone hear me on that one?!

## Take Aways from Chapter 2

• It’s important for learners to interact with everyday materials, to help build math concepts. (Containers, buttons, erasers, sticks, etc.)
• Research demonstrates 88% of children engaged in mathematical play at home or during free time at school. (This is even more reason to make time for this!) pg 13
• Outside play is an opportunity for students to actively engage in stretching and moving their bodies, but also work on mathematical concepts that help them understand the world around them.
• Don’t overlook a play survey: As adults and educators, we often ‘assume’ that students have or have had experience with things like blocks, puzzles, playground equipment, etc. Don’t assume. It’s important that learners don’t miss out on these learning opportunities. – I can see where this type of survey would be very useful and helpful.
• Investigate and connect with your student and families and become familiar with their environments, as to provide accurate and relatable context that students actually understand. For instance, I live in Las Vegas and we do not have a Zoo or anything farm-related. It is hared for some students to conceptualize a zoo, if they do not have a concept of it. Another thought; lots of my former students LOVED Chuck E. Cheese. This would be a great opportunity to maybe do some activites where they earn tickets and then redeem them for some small tokens. Real life addition and subtraction and comparing numbers!!
• Activities that incorporate dice rolling, game boards and even playing tag are excellent for Little Learners!
• Create and rotate Math Backpacks with a variety of activities for students to take home and experience with their families. Give suggestions such as homemade playdough (here is a recipe with printable card) or slime! Small building kits that have or don’t have directions. I would encourage grown-ups to take a few pictures of the process and finished results and share them on DoJo or whatever platform you use for your classroom. I would also print out these pictures and add to the backpack, as inspiration and excitement for other students!

What did you think of this chapter? What were your take-aways? Would you try any of the suggestions or ideas I shared? Head on over to read what Mr.Greg from The Kindergarten Smorgasboard has to say about chapter 2!

### 2 Responses

1. Kristy says:

While we can think of different opportunities for students for play, as educators we can encourage the students to bring in collections of items they find interesting to share as well to share among the classroom. This would add variety to a center as well as student engagement would increase. I do believe getting families involved is great as it will bring understanding at home what their child is learning and brings the family unit together. Simple ideas of collections can be used for so many different ideas whether it is math or literacy – it gives the student the opportunity to use and think different and focus on different skills while using the same manipulative. In my Kindergarten class I rotated items within the centers to keep students active engagement . While students were free to choose what center he/she attended and how center materials were used, it was amazing to see how many would build on prior learning and use correct mathematical language despite free play time. While technology is prevalent in all of society and the majority of households it is so very important to give students exposure to tangible things such as board games whether it is the actual board game or a “make over” game to teach specific skills. (In the classroom this can be scaled to meet student needs as well.) Student engagement is key…find their interests and try to interlink it into the classroom learning.

1. Angelique Ayala says:

Thanks for your contribution to the book study.

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