In the literature in recent years, a number of developmental studies have demonstrated the importance of children entering the school environment with a solid foundation of mathematical content knowledge and argued that problem solving, as an important mathematical process, should be acknowledged in early childhood mathematical education. However, there is less research on how children process mathematics information through problem solving in play-based early childhood education settings. This paper draws upon a cultural-historical concept of play, motives and pedagogical process of a playworld approach to investigate how Mathematical Playworld creates the motivating conditions for young children to achieve a meaningful learning experience about repeating patterns? We argue that Mathematical Playworld, as a new pedagogical approach within the worlds of imaginary situations, should be promoted, as it builds the motivating conditions that support meaningful learning of mathematical concepts in the double sense created in children. This study also contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation, considering how learning processes become personally meaningful for children and capturing teachers’ role in play for supporting children’s mathematisation.

在最近几年的文献中，许多发展研究已经证明了儿童在数学内容知识的坚实基础上进入学校环境的重要性，并认为解决问题这一重要的数学过程应在幼儿期数学教育中得到承认。 。但是，关于儿童如何在以游戏为基础的早期儿童教育环境中通过解决问题来处理数学信息的研究很少。本文借鉴了游戏的文化历史概念，游戏世界方法的动机和教学过程，以研究数学游戏世界如何为幼儿创造动机条件，以实现关于重复模式的有意义的学习体验？我们认为数学游戏世界作为一种在想象中的世界中的一种新的教学方法，应该得到推广，因为它建立了支持在儿童中产生的双重意义的有意义的数学概念学习的激励条件。这项研究还有助于了解集体想象中的幼儿数学解决问题的过程，考虑学习过程如何对儿童具有个人意义，并抓住老师在支持儿童数学化过程中的作用。