When math educator Tom Fisher wants his students to grapple with a concept, he's not afraid to let them feel a little... puzzled. While he now primarily works as an administrator, Fisher still teaches honors algebra at Breakwater, an independent pre-K-8th school in Portland, Maine, and he strongly advocates for weaving play into math learning.
Fisher believes that traditional math instruction often misses the mark. He notes that educators frequently rely on lectures and worksheets, leaving students to independently decipher the relevance and application of the material. Instead, Fisher prioritizes fostering a playful learning environment, often drawing on real-world examples. He acknowledges that these examples can be complex and initially confusing, stating, "Things aren't always neat and tidy. It takes extra thought and exploration."
According to Doug Clements, a professor at the University of Denver, Colorado, the common separation of math and play, particularly in early childhood education, is a misconception. Clements points out that this false divide can even lead researchers to champion one over the other. This is unfortunate, he argues, because research clearly demonstrates the inherent connection between the two. He suggests that a balanced approach, incorporating both structured teaching and playful activities, is the most effective way to support learning.
The value of play in learning, especially in the early years, is well-documented. Play supports the development of crucial social-emotional skills and sharpens critical thinking abilities. Some studies even suggest that it can play a role in mitigating socioeconomic disparities.
But what exactly constitutes "play" in this context?
Researchers define "play" as an activity where children have agency over their actions. It's characterized by flexibility, voluntary participation, and, of course, enjoyment.
However, this doesn't imply unstructured chaos.
As Barbara Oakley, distinguished professor of engineering for Oakland University, explains, structured practice is essential in math, similar to learning any skill, such as sports, language, or music. While incorporating fun can be beneficial, it should complement, not replace, the development of foundational math knowledge. Overemphasizing "fun" without adequate structured practice can be detrimental.
A key element is the integration of free play with "guided play," which involves some level of instructor direction. Clements emphasizes the importance of both: guided sequential development, where new math concepts are introduced systematically, and free play, where children can experiment with those concepts.
How does this translate to the classroom? Clements, who specializes in early education, typically designs intentional lessons and then arranges the learning environment to provide ample opportunities for children to encounter math naturally through play. The goal is to cultivate students' ability to recognize math concepts spontaneously in their everyday lives.
However, Clements notes that classroom approaches that effectively combine play and instruction are not as prevalent as they should be. Many schools tend to either shortchange math instruction or underemphasize the importance of play.
Ultimately, Fisher believes that a playful approach enhances the memorability and retention of math concepts. He argues that it equips students with strategies for tackling mathematical problems. In his view, thoughtful play elevates the effectiveness of math education.
Picture: Elisha at the SUMUP-TO-20 Tournament (Arcanys Early Learning Foundation)
