Pre-service Mathematics Teachers’ Perspectives on the Use of Play in Teaching

Abstract

The study sought to explore pre-service mathematics teachers’ perspectives on the use of play-based learning activities in teaching. The cross-sectional survey design was adopted, where 305 pre-service mathematics teachers were chosen at random to participate in the study. A closed-ended questionnaire was used to gather the data, and a Cronbach’s Alpha of 0.83 indicated strong internal consistency. For data analysis, Pearson’s correlation, means, and standard deviation were employed. The results showed that pre-service mathematics teachers encountered some difficulties when implementing play-based activities, but overall, held positive attitudes and showed a moderate level of readiness, confidence, and support when it came to using play-based methods to teach mathematics. To increase pre-service teachers’ efficacy and confidence in integrating play-based activities into mathematics instruction, recommendations such as the provision of additional resources, pedagogical training, and alignment guidance should be enhanced.