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ERIC Number: EJ1106305
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
ISSN: EISSN-2156-1400
Playing with Mathematics: How Play Supports Learning and the Common Core State Standards
Zosh, Jennifer Mary; Hassinger-Das, Brenna; Toub, Tamara Spiewak; Hirsh-Pasek, Kathy; Golinkof, Roberta
Journal of Mathematics Education at Teachers College, v7 n1 p45-49 Spr 2016
International rankings show children in the United States perform well below average in mathematics. There are also large mathematics achievement gaps between children of lower- and higher-socioeconomic status. As today's teachers face these challenges, they are also faced with the pressures of sweeping educational reforms that arrived with the adoption of No Child Left Behind and continue into the Common Core State Standards era. These strict standards and the implications of low-performance can easily push teachers and parents towards the belief that direct instruction is the only way to help children learn effectively. In this article, we review evidence from the literature about playful learning as an alternative and powerful pedagogical approach. We apply the principles of playful learning to specific state standards for mathematics and illustrate promising ways to improve mathematics learning in the classroom.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 3; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A