Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching

Artigo2026

Douglas H. Clements ORCID; Julie H. Sarama ORCID

Download disponível Baixar PDF na fonte Acessar texto completo

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Progress in early education is hindered by discussions that frame issues as either/or choices. Ideally, research could resolve such issues; however, too often researchers themselves take opposing positions, limiting contributions to educational practice and theory. A key debate in early childhood education concerns whether instruction should be based on play or teacher-led methods. In math education, the latter approach has recently been promoted in a highly contentious manner. We examine both positions, evaluating their effectiveness in promoting mathematical development and exploring whether an integrative, dialectical approach might offer a better way forward. We conclude that evidence suggests that a more nuanced approach to play in education, grounded in specific categories of play, will be most developmentally appropriate and effective.

Dados da obra

Tipo: Artigo
Periódico: Frontiers in Education, v. 11
Editora: Frontiers Media S.A.
Ano: 2026 (2026-07)
Idioma: en
Palavras-chave: direct instruction; early childhood education; early mathematics; learning trajectories; play; science of learning; play-based learning; teacher-centered instruction; early childhood mathematics education; mathematical development; dialectical synthesis; mathematics education
DOI: 10.3389/feduc.2026.1805141
ISSN: 2504-284X
Licença: cc-by
Acesso: Download disponível
Fontes: DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CLEMENTS, Douglas H.; SARAMA, Julie H.. Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1805141.

APA

Clements, D. H., & Sarama, J. H. (2026). Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1805141

BibTeX

@article{clements2026,
  author = {Clements, Douglas H. and Sarama, Julie H.},
  title = {Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching},
  year = {2026},
  journal = {Frontiers in Education},
  volume = {11},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/feduc.2026.1805141},
  language = {en}
}

RIS

TY  - JOUR
AU  - Clements, Douglas H.
AU  - Sarama, Julie H.
TI  - Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching
PY  - 2026
JO  - Frontiers in Education
VL  - 11
DO  - 10.3389/feduc.2026.1805141
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS