The use of mathematical games in the early childhood settings in Palestine

Abstract

ABSTRACT This study aims to examine how five-year-old children demonstrate their learning through mathematical games in preschool settings in Palestine. It also explored the perspectives of children and teachers of different stages of play. The sample consisted of 90 children and 6 teachers. Children were guided to a wide range of mathematical games. Children roamed freely and explored by themselves at first, and then teachers provided suitable environments and instructions to facilitate children’s experiences and learning afterward. Qualitative research methods were utilised using different research instruments, including observational notes, teacher interviews, children interviews, and reflective journals. The results show that mathematical games opened new horizons for children to investigate, discover and create mathematical concepts. It allowed children to use their creativity and develop their imagination, skilfulness, and other strengths. The children learned scientific concepts, and their problem-solving ability was enhanced and expanded. The results also indicate that teachers were able to broaden their perspectives regarding students’ learning abilities as they observed children invent their games and express their interests with limited support from their teachers. In light of these results, it is recommended that children’s learning through play should be promoted in Palestinian preschool settings.