International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Mathematizing in a Play-oriented Preschool Context

Hanna Palmér, Jessica Elofsson, Maria Walla, Camilla Björklund

Linnaeus University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1123–1130ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines how preschool teachers design mathematics teaching that enables young children to mathematize, drawing on Freudenthal’s notion of mathematics as genuinely needed within an activity. Within a design-based research project in Swedish preschools (children aged 1–3), 68 video-documented activities were analysed to identify instances of mathematizing. Three approaches were identified: drawing on scripted activities, drawing on known counting chants, and drawing on an experience familiar to the children. Across these, mathematizing occurred when teachers framed and sustained mathematical necessity within play-oriented situations. The study provides empirical insight into how mathematizing can be realized in early mathematics education.

Keywords

mathematizingearly mathematicsFreudenthaleducational design reserachpreschool

Recommended citation

Palmér, H., Elofsson, J., Walla, M., & Björklund, C. (2026). Mathematizing in a Play-oriented Preschool Context. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1123–1130). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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