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Title: “Ohhh, Now I Can Do It!”: School-age Children’s Spontaneous Mathematical Sensemaking in Construction Play
Authors: Jasien, Lara
Horn, Ilana Seidel
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Jasien, L. & Horn, I. S. (2018). “Ohhh, Now I Can Do It!”: School-age Children’s Spontaneous Mathematical Sensemaking in Construction Play. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This analysis joins together two lines of work: mathematical problem solving and children’s construction play as a resource for mathematics learning. Our study is motivated by two observations. First, play has characteristics reminiscent of professional mathematicians’ practice. Second, the child-centeredness of play points to possibilities for equitable mathematics instruction. We conceptualize problem solving in construction play as the process children engage in when they experience trouble accomplishing a goal and work to repair it. To examine this phenomenon, we used head-mounted GoPros to collect 348 point-of-view videos of children as they played in a mathematical playground, where “messing around” with designed objects provided them with opportunities to encounter mathematical concepts. Through a close examination of one case, we illustrate the mathematical generativity of play with the designed objects and argue that children’s construction play can support rich opportunities for children’s mathematical sensemaking.
Appears in Collections:ICLS 2018

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