[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591502-105":59,"doc-detail-591502-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-blocks-and-cognitive-building-blocks-playing-to-know-the-world-mathematically","Building Blocks and Cognitive Building Blocks - Playing to Know the World Mathematically","","Explores how children’s free play supports the foundations of mathematics learning and how adults can scaffold children’s representation of play so it becomes mathematized. Reviews research on the quantity and nature of mathematics found in preschoolers’ informal activities, including how different play types develop and how guidance can strengthen mathematical skills. Reports findings from observations of ninety children and identifies six categories of mathematics content expressed during play, noting high frequency and similarities across income and gender.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-blocks-and-cognitive-building-blocks-playing-to-know-the-world-mathematically/591502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-blocks-and-cognitive-building-blocks-playing-to-know-the-world-mathematically/591502.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does children’s play relate to learning mathematics?","Question",{"text":112,"@type":113},"The text explains that children’s free play helps develop mathematical ideas and skills, and that adults can support children’s representation of play so it becomes mathematized.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was observed in the study of children’s play?",{"text":117,"@type":113},"Ninety children aged four to five were videotaped while they played. The researchers analyzed fifteen-minute episodes to examine how much and what kinds of mathematics appeared in their free play.",{"name":119,"@type":110,"acceptedAnswer":120},"What categories of mathematics content were found in children’s play?",{"text":121,"@type":113},"Six categories were identified: Classification, Magnitude, Enumeration, Dynamics, Pattern and Shape, and Spatial Relations, each illustrated with example play behaviors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591502,1792192559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Building Blocks and Cognitive Building Blocks  \nPlaying to Know the  \nWorld Mathematically Julie Sarama and Douglas H. Clements  \nThe authors explore how children’splay can support the development of the foundations of mathematics learning and how adults can support children’s representation of—and thus the mathematization of—their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly discuss how children develop different types of play and describe ways adults can support and guide each of these to encourage an understanding of mathematics and to enhance children’s mathematical skills. The authors’activities described in this article and the time to prepare it were partially funded by grants from the Institute of Education Sciences (IES) in the U.S. Department of Education and from the National Science Foundation (NSF) .  \nIn this article, we explore how children’s play supports the development of mathematical ideas and skills. We discuss research that suggests how adults can support children’s representation of their play and thus its mathematization. We begin by observing children to see how much and what kinds of mathematics we can actually find in the free play of children. Next, we briefly review children’s development of different types of play and describe ways adults can support and guide each of these in order to encourage children’s mathematical development.  \nEveryday Play and Mathematics  \nParents and teachers often notice that children engage in informal mathematical activity during free play. Preschoolers explore patterns and shapes, compare sizes, and count things. But how often do they do this? What does it mean to children’s development? Two researchers videotaped ninety children, four-to  \n© 2009 by the Board of Trustees of the University of Illinois  \nfive-years old, as they played. Some of them came from low-income families, others from middle-income families. The researchers examined the ninety episodes, each fifteen-minutes long. They observed six categories of mathematics content in the children’s play activities (Seo and Ginsburg, 2004, all examples are from this team’s observations) .  \nClassification  \nThis category includes grouping, sorting, or categorizing by attributes. A child cleaned up the blocks on the rug, for example, by taking one block at a time and placing it in a box that contained the same size and shape of blocks. Also a girl took all the plastic bugs out of the container and sorted them by type of bug and then by color. They were classifying.  \nMagnitude  \nChildren engaging in activities under this category are describing or comparing the size of objects. Two boys, for example, built structures with LEGO blocks. One said to the other,“Look at mine. Mine is big!” The other protested,“Mine is bigger!” They placed their LEGO structures side by side to compare them. In another instance, when one of the girls in the study brought a newspaper to theart table to cover it, another remarked,“This isn’t big enough to cover the table.”These boys and girls were considering the mathematical concept of magnitude.  \nEnumeration  \nThis category includes saying number words, counting, instantly recognizing a number of objects (called subitizing in mathematics), or reading or writing numerals. A boy took out all the beads in a box, for example, and put them on a table. He said,“Look! I got one hundred!” He started counting them to check his assertion. Others joined in the counting, and they did count up to one hundred, with few errors. In another case, three girls drew pictures of their families and discussed how many brothers and sisters they had and how old their siblings were. These kids were enumerating.  \nDynamics  \nThose engaged in activities related to this category put things together, take them apart, or explore motions such as flipping. Several girls, for example, flattened a ball of clay into a disk, cut it, and made “p","cbCaihZkWlhJlf9C","https://ap.wps.com/l/cbCaihZkWlhJlf9C","pdf",225857,25,"English","# Everyday Play and Mathematics\n## Classification\n## Magnitude\n## Enumeration\n## Dynamics\n## Pattern and Shape\n## Spatial Relations","[{\"question\":\"How does children’s play relate to learning mathematics?\",\"answer\":\"The text explains that children’s free play helps develop mathematical ideas and skills, and that adults can support children’s representation of play so it becomes mathematized.\"},{\"question\":\"What was observed in the study of children’s play?\",\"answer\":\"Ninety children aged four to five were videotaped while they played. The researchers analyzed fifteen-minute episodes to examine how much and what kinds of mathematics appeared in their free play.\"},{\"question\":\"What categories of mathematics content were found in children’s play?\",\"answer\":\"Six categories were identified: Classification, Magnitude, Enumeration, Dynamics, Pattern and Shape, and Spatial Relations, each illustrated with example play behaviors.\"}]","Building Blocks and Cognitive Building Blocks - Playing to Know the World Mathematically | PDF",1792072616,63]