Giving Voice to Kosovar Teachers: Experience and Reflections on Play-Based Math Learning in the Classroom

Abstract

According to PISA results, Kosovo students performed worst in Europe and in the bottom three out of all 77 participating countries. It may be due to the discrepancy between PISA's focus on problem-solving and Kosovo's explicit pedagogical mode of instruction. Here, we present initial findings from an ongoing project, which aims to support educators in fostering students’ active participation and more play-based learning in early childhood math education. We conducted an interview study in three schools to evaluate what active and playful learning looks like to Kosovar teachers, considering the specific challenges and affordances of the local educational context, as well as unique challenges posed by COVID in a developing European country. Student-driven, playful learning is welcomed but rarely implemented digitally. Lack of resources and skepticism about digitization were major barriers to broader implementation.