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Play Is Learning : = A Pedagogy for Building Teacher Capacity Integrating Play in Math Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Play Is Learning :/
Reminder of title:	A Pedagogy for Building Teacher Capacity Integrating Play in Math Instruction.
Author:	Randhawa, Amandeep Kaur.
Description:	1 online resource (233 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798381434101

Play Is Learning : = A Pedagogy for Building Teacher Capacity Integrating Play in Math Instruction.
Randhawa, Amandeep Kaur.

Play Is Learning :A Pedagogy for Building Teacher Capacity Integrating Play in Math Instruction. - 1 online resource (233 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--East Carolina University, 2023.

Includes bibliographical references

The purpose of this participatory action research (PAR) project was to support teachers to integrate play as a primary pedagogy in the math program. The theory of action was: If teachers develop a mathematical program integrating play pedagogy, then teacher capacity will expand to support the implementation of play in math instruction. I conducted the participatory action research (PAR) study with a small group of three teachers who were in a co-practitioner researcher group. We analyzed the current math instructional program, grade level standards, and designed and implemented play-based learning opportunities that supported classroom instruction. I collected and analyzed data from evidence-based observations in math classes and post-observation conversations to understand the extent to which play can be integrated into the standards-based lessons. Two findings were: (1) With intentional planning and reflection, teachers improve their instructional practices while building their capacity to integrate play-based learning in mathematics instruction; and (2) by integrating instructional practices that involve peer engagement, teachers shift their practice from whole-class instruction to facilitating learning activities and observing students' play-based learning. Finally, we are continuing by sharing with all grade levels at our school and with other schools in the district so other teachers can use play-based learning practices in all elementary grade levels. Play based learning shifts the teacher role in the classroom to a facilitator of learning and supports learning opportunities that aid and broaden students' understanding of mathematical concepts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381434101Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Primary pedagogyIndex Terms--Genre/Form:

554714
Electronic books.

Play Is Learning : = A Pedagogy for Building Teacher Capacity Integrating Play in Math Instruction.
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520 $a The purpose of this participatory action research (PAR) project was to support teachers to integrate play as a primary pedagogy in the math program. The theory of action was: If teachers develop a mathematical program integrating play pedagogy, then teacher capacity will expand to support the implementation of play in math instruction. I conducted the participatory action research (PAR) study with a small group of three teachers who were in a co-practitioner researcher group. We analyzed the current math instructional program, grade level standards, and designed and implemented play-based learning opportunities that supported classroom instruction. I collected and analyzed data from evidence-based observations in math classes and post-observation conversations to understand the extent to which play can be integrated into the standards-based lessons. Two findings were: (1) With intentional planning and reflection, teachers improve their instructional practices while building their capacity to integrate play-based learning in mathematics instruction; and (2) by integrating instructional practices that involve peer engagement, teachers shift their practice from whole-class instruction to facilitating learning activities and observing students' play-based learning. Finally, we are continuing by sharing with all grade levels at our school and with other schools in the district so other teachers can use play-based learning practices in all elementary grade levels. Play based learning shifts the teacher role in the classroom to a facilitator of learning and supports learning opportunities that aid and broaden students' understanding of mathematical concepts.
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