Teaching Mathematics through play pedagogy in Government pre-primary classes: An exploratory study

Abstract

Play pedagogy is one of the effective pedagogies to teach mathematics to pre-primary students. This study explores Play pedagogy in teaching mathematics in government pre-primary classrooms. The study investigates three areas- the government pre-primary teachers’ perceptions of play pedagogy in teaching mathematics, the use of play pedagogy in teaching mathematics, and the support and challenges of implementing play pedagogy in government pre-primary classrooms. A qualitative research approach was used to administer this study. A semi-structured interview and classroom observation were used to collect data from four government primary teachers who take pre-primary classes and their classes. Also, data was collected from two primary teachers’ training instructors. The results from the thematic analysis revealed that teachers perceive play pedagogy as a joyful, participatory, and effective strategy for teaching mathematics. Teachers preferred to employ guided play while teaching mathematics. Teachers employed teachers’ guide suggested play mostly in teaching mathematics. Moreover, use of play materials/toys is prominent among teachers. Besides, teachers get resources and training support and support from parents for smooth implementation of play pedagogy while teaching mathematics. However, teaching mathematics through play pedagogy has challenges too, including scarcity of separate classrooms for pre-primary, classroom management challenge and lack of after-training follow-ups. This study has implications for teachers’ training which may help to improve teaching mathematics through play pedagogy in pre-primary classrooms by informing recent practices, support, and challenges.