What Counts? Play as a Mechanism for Disrupting Participation Patterns in School Mathematics

Abstract

This paper explores how making space for mathematical play can disrupt existing participation structures in classrooms and create space for inclusive and robust mathematical engagement. We analyze one episode of children’s play that involved counting and unitizing to measure a rocket created with Magna-Tiles, addressing two research questions: 1) How does children’s collaboration during a playful activity contribute to mathematical activity? 2) How did one child (Quentin), who is often removed from mathematics, participate in this activity? Our findings reveal how the collective interactions that led to this moment involved Quentin’s sustained engagement, which was outside the norm for him. Quentin was a full participant in the counting and unitizing episode and his thinking had status and was valued by others. This episode points to the possibilities of play as a transformative space that affords creates opportunities to engage in mathematics in ways that disrupt patterns of exclusion.