Abstract
Only a few studies have focused on mathematics and pretend play, and they have mostly concentrated on the children and their play and not the supporting pedagogy. To move the debate forward, I present research focusing on the pedagogy of mathematical pretend play, within a socio-cultural perspective, centring on two nursery school teachers, from English Nursery Schools. It revealed the unconventional teaching these teachers engaged in to enhance children’s mathematical thinking in play. This may offer us a way into understanding pretend play pedagogies and the conditions that might support children’s own mathematical thinking, especially in early years classrooms.
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