Play-based Learning in the Early Childhood Mathematics Classroom: Culturally Sustaining Play

Makenzie Evans, Minnesota State University, Mankato

Abstract

The purpose of this paper is to explain the importance of play-based learning in early childhood mathematics classroom through culturally sustaining experiences. Approaches to providing culturally sustaining play-based learning within the classroom will be described. The intent is to provide instruction that allows students to be able to connect their imagination and real-world experiences to their mathematics learning through play.

College

Education

Department

Elementary and Literacy Education Department

Recommended Citation

Evans, M. (2021). Play-based learning in the early childhood mathematics classroom: Culturally sustaining play. Innovations and Critical Issues in Teaching and Learning 2(1), 31-53. https://cornerstone.lib.mnsu.edu/icitl/vol2/iss1/2

Biography

Makenzie Evans is a kindergarten teacher in Mankato, Minnesota. Makenzie graduated in 2012 from Minnesota State University majoring in Elementary Education with a specialty in middle school mathematics. After years of teaching first grade and kindergarten, she knew she wanted to find a graduate program that emphasized elementary mathematics. Makenzie believes that early childhood mathematics should be centered around structured, yet imaginative, play within the classroom. She encourages children to make connections to the world and focuses on creating a culturally sustaining experience for children to connect their home and school learning. When Makenzie is not teaching, she enjoys spending time with her family and visiting as many parks as possible!