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Playing with Patterns: Conclusions from a Learning Study with Toddlers

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Mathematics Education in the Early Years

Abstract

Play and learning is said to be intertwined in young children’s mathematical development. Play is, however, a multifaceted practice—and so is mathematics. In this report from an empirical study of toddlers’ mathematical play and learning in a goal-oriented preschool practice, the learning content is “patterns”. The framework for the pedagogical work is play, however, with a theory-driven approach to how children’s learning of the idea of patterns is facilitated. Observations and analysis of occurrences, responses and learning within designed activities give insights and broaden our understanding of “patterns”, how toddlers experience the idea of patterns and what is made possible to learn in play-based but goal-oriented activities in preschool.

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Acknowledgement

This study was conducted with financial support from the Swedish National Research Council (grant no. 724-2011-751).

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Authors and Affiliations

  1. University of Gothenburg, Gothenburg, Sweden

    Camilla Björklund

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  1. Camilla Björklund
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Correspondence to Camilla Björklund .

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Editors and Affiliations

  1. Bergen University College, Bergen, Norway

    Tamsin Meaney

  2. NCM, Gothenburg University, Gothenburg, Sweden

    Ola Helenius

  3. Luleå Technical University, Luleå, Sweden

    Maria L. Johansson

  4. Bergen University College, Bergen, Norway

    Troels Lange

  5. Malmö University, Malmö, Sweden

    Anna Wernberg

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Björklund, C. (2016). Playing with Patterns: Conclusions from a Learning Study with Toddlers. In: Meaney, T., Helenius, O., Johansson, M., Lange, T., Wernberg, A. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-319-23935-4_15

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  • DOI: https://doi.org/10.1007/978-3-319-23935-4_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-23933-0

  • Online ISBN: 978-3-319-23935-4

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