Play-Based Mathematics Activities as a Resource for Changing Educator Attitudes and Practice

This multiple case study explored early childhood educators’implementation of a suite of play-based mathematics activities with children aged 3 to 5years in six different early childhood education and care programs in Melbourne,Australia. Educators approached the enactment of the activities differently; however,those educators who used the activities reasonably frequently and with attention to theunderpinning mathematical concepts reported an increase in their self-confidence insupporting children’s mathematical thinking. For these educators, increasingself-confidence, in conjunction with children’s enthusiasm, led to increased frequencyand further gains in self-confidence. Some educators did not implement the activitiesand no change in attitude was observed. New ways to support early childhood mathematicsteaching practice, as a means to challenge entrenched attitudes and beliefs, areneeded