Abstract
This qualitative study investigated young children's mathematical engagement in play with wooden unit blocks. Two boys, ages 6 and 7, were independently observed completing the task of filling outlined regions with the various sets of blocks. Three major mathematical actions were observed: categorizing geometric shapes, composing a larger shape with smaller shapes, and transforming shapes. Results indicated that young children's block play with designed tasks promoted mathematical actions, which may cement the foundation for advanced mathematics learning.
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