Socio-cognitive studies have long determined that both social and cognitive interactions impact children’s mathematical development (Cobb & Bauersfeld, 1995).  Recent studies have underscored the value of effective verbal interactions in learning environments, and generated an appreciation for the complex network of interactions that exist in any classroom (Kaasila & Lauriala, 2010).  The focus of our study was to examine one aspect of this complex interactional pattern—teacher talk—within the context of a preschool play environment and to study its effect on preschoolers’ math ability.

Theoretical Framework and Research Background

Our research is based on the theoretical position that play is a unique mediator in socio-cognitive development in early childhood and affords teachers distinct opportunities to interact and to enhance learning.  Play intervention has successfully promoted learning in academic areas (Hanline, Milton, & Phelps, 2008).  Further, there has been broad theoretical support in the literature for play as an ideal context for acquiring math abilities (Edo, Planas, & Badillo, 2009). 

Recent large-scale investigations on preschool education have renewed interest in the effects of teacher-child interactions (Early et al., 2007; Howes et al., 2007), with results favoring the emotional and instructional quality of classroom interactions.  Other studies have narrowed their focus on specific teacher behaviors that promote learning within preschool play settings. Findings indicate that teacher’s play interactions focused on children’s use of print can enhance aspects of early reading and writing (Bond, & Hindman, 2006).  Another inquiry has examined the impact of teacher-child play interactions on the development of children’s play, itself. Much of this research has examined the impact of teacher scaffolding—a method in which adults tailor their involvement in children’s play to the needs of individual children in particular situations. Results suggest that teacher scaffolding in play can increase play quality and a variety of associated social and cognitive abilities (Gmitrova & Gmitrov, 2003; Trawick-Smith & Dziurgot, in press).

Others have examined how teacher-child interactions promote children’s mathematical thinking in non-play settings, such as whole-group instruction (Curby, Rimm-Kaufman, & Ponitz, 2009; Hufferd-Ackles, Fuson, & Sherin, 2004); or in homes (Saxe, Gearhart, & Guberman, 1984).   A more recent study discovered a correlation between teacher “math talk” during preschool group time and growth in mathematical ability .(Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006).  Although these studies were not conducted in play settings, their findings establish the importance of teacher-child interactions in early math learning.  There is therefore a need to conduct a study that combines teacher interactions in play and mathematics learning.  Our research objective was to identify teacher interactions that impact on preschoolers’ mathematical ability. 

Methods, Data Sources

This study was conducted in a nationally accredited play-based preschool, located within a suburban university.  Children (n=47) were of diverse cultural and linguistic backgrounds.

Data sources included pre- and post-study assessment of children’s mathematical knowledge using TEMA (Ginsburg & Baroody, 2003).  Additionally, each child was video recorded for 20 minute observation periods, five times between October and May, during naturally-occurring free play in the classroom.  From the captured video, sub-clips of teacher interactions were edited and coded using the teacher-child Math-Play framework that we developed in a previous study.  Math standards that were examined include Number, Measurement, Geometry, Problem Solving and Communication.  Data analyses included frequency tabulations, correlations and a hierarchical multiple regression analysis to determine the relative contributions of specific teacher-child interactions to mathematics ability.

Results

Basic analysis of frequencies and correlations yielded the following results.  Age, gender and SES was significantly related to post-study TEMA gains, indicating that younger children, girls and those of a lower SES backgrounds gained the most during the school year.  Both Number and Communication interactions were significantly related to post-study TEMA gains.

To determine a predictive model for learning, a hierarchical multiple regression analysis was conducted with TEMA posttest scores as the dependent variable. We began by fitting a model that showed relationships between pretest TEMA scores, SES, and age to posttest TEMA performance.  This first model showed only pretest scores significantly predicted variance on the posttest. In Model 2, we entered the teacher-child interaction codes related to good-fit (whether a teacher’s interactions matched the content and level and type of guidance needed by the child), intermittent and continuous (whether the teacher interacted continuously with the child or weaned out as needed), and the number of open-ended questions. We also included two measures of the amount of adult play support—frequency of contacts and number of minutes of adult interaction. This model tested, then, the contributions of interactions to enhance play, beyond what could be attributed to pretest and demographic variables.  Model 2 showed that these interaction variables contributed significant additional variance to posttest TEMA scores, beyond what was predicted by Model 1, with both good-fit interactions and frequency of open-ended questions adding significant variance.

In Model 3 we entered the 5 Math standards as predictors.  This model explained significantly greater variance in TEMA posttest scores than did Model 2, R² change = .05, F (14, 36) = 42.20, p < .001. So, this full model was deemed to be the best predictor of posttest TEMA scores, acknowledging thereby the weight of good-fit interactions, number interactions and communication interactions.

Educational Importance of the Study

These results carry significant implications for classroom instructions.  They indicate that teacher interactions that support play, itself, contribute to mathematics learning (Model 2), supporting the idea that play by itself enhances learning. They also suggest that interactions about number and math communication are valuable to enhance children’s mathematical thinking.  Talking about math and encouraging children to talk about their math discoveries to each other is vital.  Future research should explore the effects of these interactions on a wider age group and over a longer time period. Experimental studies, in which teachers are trained to deliver these interactions in classroom settings, will be proposed in the paper. (Instructional intervention, priority area)

Timeline

15 minutes: Overview of presentation, using figures and video examples.

15 minutes: Responding to questions, sharing the Math-Play framework in detail, analyzing additional videos, discussing classroom implications.

References

Cobb, P., & Bauersfeld, H. (Eds.). (1995). The emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale, NJ: Lawrence Erlbaum Associates.

Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912-925.

Dickinson, D. K., & Smith, M. W. (1991). Preschool Talk: Patterns of Teacher-Child Interaction in Early Childhood Classrooms. Journal of Research in Childhood Education, 6(1), 20-29.

Edo, M., Planas, N., & Badillo, E. (2009). Mathematical Learning in a Context of Play. European Early Childhood Education Research Journal, 17(3), 325-341.

Ginsburg, H. P., & Baroody, A. (2003). Test of early mathematics ability (III ed.). Austin, TX: Pro-ED, Inc.

Gmitrova, V., & Gmitrov, J. (2003). The Impact of Teacher-Directed and Child-Directed Pretend Play on Cognitive Competence in Kindergarten Children. Early Childhood Education Journal, 30(4), 241-246.

Hanline, M. F., Milton, S., & Phelps, P. C. (2008). A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills. Journal of Research in Childhood Education, 23(1), 19.

Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing Levels and Components of a Math-Talk Learning Community. Journal for Research in Mathematics Education, 35(2), 81-116.

Kaasila, R., & Lauriala, A. (2010). Towards a Collaborative, Interactionist Model of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 854-862.

Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children's mathematical knowledge: The effect of teacher "Math Talk". Developmental Psychology, 42(1), 59-69.

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills. Child Development, 79(3), 732-749.

Saxe, G. B., Gearhart, M., & Guberman, S. R. (1984). The social organization of early number development. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the “zone of proximal development” (pp. 19-30). San Francisco: Jossey-Bass.

Trawick-Smith, J., & Dziurgot, T. (in press). “Good-fit” teacher-child play interactions and the subsequent autonomous play of preschool children. Early Childhood Research Quarterly.

Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The Effects of a Language and Literacy Intervention on Head Start Children and Teachers. Journal of Educational Psychology, 98(1), 63-74.