ABSTRACT

In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity.

摘要

在学前班，数字和形状通常作为单独的主题出现。本研究探讨了设计为带有图形数字的引导式游戏活动的游戏如何在学龄前环境中发挥作用。引导游戏包括将乐高汽车停在一个矩形中，并找出可以停放多少辆乐高汽车。三个不同年龄组的 13 名学龄前儿童，年龄从 4 岁到 6 岁，与他们的老师一起参加了这项研究。他们通过言语和行动进行的交流被记录下来。结果举例说明了这种引导游戏如何为幼儿参与数学活动提供丰富的背景，例如计数、分类、塑造、询问、证明和推断，以及对活动的情感参与。