Listen to the researchers ...

“Good games promote more than concepts and skills – they encourage children to invent and test multiple strategies, to communicate, to negotiate rules and meaning, to co-operate, and to reason.” (Sarama & Clements, 2009, pp. 326–327)

“Research on spatial reasoning substantiates the critical importance of spatial reasoning abilities in geometry, measurement and problem solving both early in students’ mathematics experiences as well as later in high school and beyond, especially in STEM areas.” (Shumway, 2013, p. 50)

Doug Clements – Using Games to Explore Mathematics
This video is used with the permission of the Elementary Teachers Federation of Ontario.

Doug Clements – The Importance of Blocks
This video is used with the permission of the Elementary Teachers Federation of Ontario.

Voices from the Classroom ...

“… to create a positive math environment, one school created community events that included parent and student engagement. This school also organized a Games Night where parents played games with their children which promoted math. Parents realized that they could support math practices in their homes in a variety of ways. They also had a Technology Night to support parents in using technology to strengthen math practices in the classroom." (K–3 Educator)

"When the students chose materials with many purposes such as blocks, cup stacking and Lego, they were worked together to build multi-level structures and completed plans and made revisions to their designs. We observed and documented complex mathematical thinking and language. The students began to take ownership in documenting their own learning and the learning of their peers.” (K–3 Educator)

As you view the following videos (and photos), what mathematic behaviours and/or curriculum connections do you observe?

Young Mathematicians: Children Learning from Each Other

Children play a game which they developed.

Young Mathematicians: Board Game Learning

Two educators use their observations to create games that support children’s mathematical learning needs.