INQUIRY WRITTEN REPORT

How does implementing play-based learning strategies support

my students’ learning and engagement in a unit of
measurement in mathematics?

SOPHIE JACQUELINE GRAVIER

BACHELOR OF EARLY CHILDHOOD EDUCATION

School of Education
Division of Education, Arts and Social Sciences

University of South Australia

OCTOBER 2019
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1. Introduction
This inquiry project researches and analyses the effects of implementing play-based learning in
mathematics.

The project was conducted at School X, a Department for Education and Child Development
(DECD) primary school with 122 students, 6% of which have families with a language background
other than English. According to the Index of Educational Disadvantage for SA Government schools
(South Australian Department of Education 2019), the school is classed as Category 7, meaning it
is advantaged in the socio-economic index. Over the past four years, the attendance rates have
been consistently high, 93.2% in 2018, which indicates that the community values learning. The
mainstream student body is a relatively homogeneous Anglo socio-cultural group with
approximately 13% on school card to give financial assistance with school fees.

School X is located in the Adelaide Hills, where the Kaurna people are the traditional owners of the
land. The school is surrounded by a spacious bushland, as seen in Appendix A, which allows
students to engage in nature play. This stimulating environment challenges students to develop
skills, capabilities, understandings and dispositions that make them effective citizens and
responsible decision makers in a changing global society. The friendly and supportive learning
environment is reflected in the school’s motto of “Harmony, Progress, Success”. The school’s
values of “Respect, Optimism, Dynamic Learning and Community” are reflected in every learning
program and daily practice. Examples of this include the “Peer Support” for students during recess
and lunch times, and “The Better Buddies” program which operates across classes, offering a
range of regular shared activities, peer teaching and sharing of achievements. Restorative Justice
principles underpin a behaviour guidance approach to learning behaviour. Teachers are consistent
and supportive in helping students to make positive behaviour choices and to understand their
rights, responsibilities and the impact of their actions on others.

The Reception/Year 1 class consists of 21 students, 7 Receptions and 14 Year 1s, with 11 boys and
10 girls, aged between 5-7 years old. Within the composite class there are 2 EAL/D students, 1
dyslexic student, 2 students being tested for ADHD and 1 student on school card. School X values
play-based and hands-on learning experiences, evident in Appendix B, to promote students'
physical, intellectual, social and emotional learning. The students have an enthusiasm for new
learning through exploring, experimenting, discovering and solving problems through play.

2. Literature Review
A literature review on play-based learning in mathematics in preschool and junior primary settings
highlighted three main topics. These were the positive effects of play in student’s understanding
of mathematical concepts, the push to incorporate more play-based learning in preschool and
junior primary settings, and the need to increase teachers’ intrinsic mathematical knowledge.

These research studies justify the importance of play in education and its importance in student’s
learning. Play underpins the holistic development of children through exploration, investigation,
interpretation and evaluation of the world (Moyles 2013, p. 3). Play-based learning provides an
engaging and stimulating environment for students (Van Hoorn et al. 2011, p. 4; DEEWR 2009) as
they learn best when they are truly engaged in what they are learning. This happens when they
have the opportunity to explore, debate, discuss, examine, defend, and experiment with the
concepts and skills they are ready to learn. Gupta (2009) and Ginsberg (2006) cited in Trawick-
Smith, Swaminathan, Liu, and Yu (2011, p. 717) have propositioned that play needs to be
enhanced in schools and preschools as it promotes learning. A variety of researchers have

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postulated that certain features of play such as pretending, building with blocks, communicating
with peers and adults, and spontaneously experimenting with numbers can contribute to effective
mathematical thinking (Edo, Planas, & Badillo, 2009; Ginsberg, 2006, cited in Trawick-Smith,
Swaminathan & Liu 2016, p. 717). Another study on implementing “Math Play” in a group of Year
3 and Year 4 students found that students were engaged and demonstrated a range of
mathematical growth and development that corresponds with the California Preschool Learning
Foundations (DeGroot 2012, p. 3). In addition, students who were involved in this research
continued to grow and develop by engaging in activities that furthered their mathematical
foundation after the conclusion of the Math Play program (DeGroot 2012, p. 3).

Bodrova (2016, p. 357) identified that an educational challenge is ‘the constant pressure to start
teaching academic skills at a progressively younger age at the expense of traditional early
childhood activities.’ Hence, Bodrova (2016, p. 357) used the Vygotskian approach to suggest that
‘young children can master necessary prerequisites of academic skills through engagement in
mature make-believe play.’ Teacher-interaction with children during play is also vital to enhance
play development and learning, as findings confirm that they can prompt children’s thinking about
numbers and engage them in communicating about mathematical knowledge, which enhances
early mathematical performance and subsequent mathematical achievement (Trawick-Smith,
Swaminathan & Liu 2016, p. 717).

The following studies conducted are based around the idea that current teachers’ intrinsic
mathematical knowledge should be enhanced and continuously developed. Cohrssen, Church,
Ishimine & Tayler (2013, p. 95) wrote a paper to argue for ‘the purposeful integration of
mathematics teaching and learning in early childhood education curricula, and the need for early
childhood educators to have sound pedagogical content knowledge and clear learning objectives
in order to support and extend children’s emerging understanding of mathematical concepts.’ The
theory and practice were put together by Davis, Goulding and Suggate (2017, p. 189) who
examined the mathematical topic of measurement and established four underpinning principles
that are crucial for student comprehension of the topic. These are: comparing magnitudes and
ordering objects by a particular attribute; the transitivity principle used in ordering objects;
conservation; and stating how many of a given unit match an attribute of an object (Davis,
Goulding & Suggate 2017, p. 189). These four principles will provide a structure for this inquiry
project’s data collection and analysis (Pine 2009, p. 249).

These research articles articulate the positive effects of play in student’s understanding of
mathematical concepts, the push to incorporate more play-based learning in preschool and junior
primary settings, and the need to increase teachers’ intrinsic mathematical knowledge. However,
an area that remains to be examined is play-based learning in a unit of measurement in the
curriculum area of mathematics for a reception class. This is the focus of the inquiry project.

3. Methodology
3.1 Action research
Action research provides the opportunity for an educator to use practitioner inquiry on their own
practice (Harris 2019), where practitioner inquiry is a means for questioning assumptions to shape,
transform and improve practice (Harris 2019). Action research is the methodological approach
chosen for this project as it is useful to people in the everyday conduct of their lives and motivates
others to enact change and seek agency. It requires not only the critical reflection on practice and
theory–practice conversation, but it also designates ongoing and evolving action as part of that
process (McAteer 2014, p. 8). This methodology is researcher-driven and participant-focused, as a

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problem faced in the classroom is identified and the process of research is used to provide
opportunities to critically reflect on the identified issues and work to implement change in order
to support more equitable outcomes for all (McAteer 2014, p. 7; Reason & Bradbury 2006, p. 45).

3.2 Case study

The use of case studies in an action research process is important in order to transition from a
preservice teacher to a graduate teacher, as it strengthens understandings of educational practice
and critically reflects the teacher’s own practice (Pine 2009, p. 249; McAteer 2014, p.8; Reason &
Bradbury 2006, p. 45). It is an opportunity to map out the changes to our practice, based from the
data collected over an extended period of time (Pine 2009, p. 249; McAteer 2014, p. 8; Reason &
Bradbury 2006, p. 45), to be used to justify why changes were made and reflect on the way these
changes have impacted on the learning of the students. As research questions are raised from
unique problems, case studies allow for adapted and relevant research (Killen 2012, p. 327).

The ultimate goal of action research, through a case study, is the acquired knowledge and
understanding of the improvement of one’s teaching through the advancement of student
learning and development (Pine 2009, p. 236). I used case studies as the method for my action
research to understand the impact of my teaching by investigating play as an effective teaching
strategy based on its effect on student learning.

3.3 Research questions

This inquiry project provided an excellent opportunity to acquire knowledge and understanding on
play-based learning. By taking action in trying this different teaching practice, I improved my
practice, and in turn, benefited the students’ learning. The inquiry focused on improving teaching
practice through play-based learning to support students’ understanding of measurement in the
curriculum area of mathematics. The project was guided by and sought to answer the following
questions:
• How does implementing play-based learning strategies support student learning and
engagement in a unit of measurement in mathematics?
• How do students respond to play-based strategies?
• How do these play-based strategies support student’s grasp of the four principles of
measurement (comparing magnitudes and ordering objects by a particular attribute; the
transitivity principle used in ordering objects; conservation; and stating how many of a
given unit match an attribute of an object (Davis, Goulding & Suggate 2017, p. 189))?

3.4 Participants
I chose two students who had minimal exposure to maths before school, and therefore had been
struggling to grasp some mathematical concepts. The learning focus was to understand Davis,
Goulding & Suggate’s (2017) four measurement principles. Related teaching strategies included
explicit modelling, class discussion at the beginning and the end of each lesson, grouping the
students with supportive peers that have the same understanding, allowing the students time to
consolidate knowledge and providing teacher interaction as often as possible to provide support
and enhance learning.

3.4.1 Case 1
Case 1 was a 5-year-old male in Reception, who was being tested for Dyslexia and ADHD. Through
observations, I noticed that he was close friends with two receptions boys and one Year 1 boy,
however, often engaged in unproductive behaviour with them. He became frustrated and
discouraged when he could not grasp a skill or concept and therefore was reluctant to do the

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work. He was disinclined to do mathematics as he did not have a lot of experience and felt like he
was getting behind.

3.4.2 Case 2
Case 2 was a 5-year-old female in Reception, living with her mum on School Card. Through
observations, I noticed that she is very attached to her stuffed teddy and gets easily distracted.
She rushed through her work and needed repeated explicit instructions. She was close friends
with a Year 1 girl and passively follows what she said. She became discouraged in mathematics as
she felt that everyone else was faster than her.

3.5 Data Collection

3.5.1 Methods
Methods are the range of procedures used to investigate the inquiry project and collect evidence
to answer the research question (Lambert 2012, p. 101). Grundy (1995, p. 15) states significant
data collection is required when making judgements about a situation to inform future planning.
‘No one-kind of evidence can adequately describe the complex phenomena of schooling’ (Ewing,
Le Cornu & Groundwater-Smith 2014, p. 360), or students’ responses to schooling. Therefore,
several kinds of qualitative and quantitative data were collected to ensure that the recorded
evidence allowed claims to be more credible.

3.5.2 Data sources

Qualitative data approximates and characterised data (Lambert 2012, p. 102; McAteer 2014, p.12).
1. My reflective journal entries enables me to reflect on each lesson and analyse the
impact of my teaching on student learning. It serves as a record of my thinking and decision-
making process throughout the action research process (Lambert 2012, p. 110; McAteer 2014,
p.12). I plan on writing a reflective journal at the end of every day, with specific focus on the
mathematical lessons.
2. Feedback from my Supervising Teacher (ST) offers observations through a lens of
experience (Lambert 2012, p. 109; McAteer 2014, p.12). I created a clear structure for her to
identify what I want to know about my practice for each lesson. She focussed on my strengths,
weaknesses and student engagement. I implemented the feedback to modify my practice and
improve students’ learning outcomes.
3. Planning documentation involves gathering information about the students, reflecting
on what this information means and then using it to plan future learning. The evolution of
planning documentation is evidence of my thinking process. With ongoing critical evaluation and
reflection, I made adjustments to my practice to positively impact learning outcomes for students
(Lambert 2012, p. 110; McAteer 2014, p.12). The inquiry focuses on 3 lesson plans in mathematics
(beginning, middle and end of the unit) to demonstrate how I have used the data to inform my
planning, improve learning outcomes and, in turn, enhance my practice.

Quantitative data measures the values of numeric variables (Lambert 2012, p. 101; McAteer 2014,
p.14).
1. Student feedback on their learning is important for this inquiry process as I am
investigating students’ understandings through experiences. It is important for students to
contribute to and reflect on their learning, as classes are set up to be a democratic process
(Lambert 2012, p. 106; McAteer 2014, p.12). I documented the class discussions after the play and
recorded the sustained shared thinking. The information gained informed my future teaching and
demonstrate how I have improved learning outcomes.

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2. Work samples were used to provide evidence of student’s thinking and learning. I took
jottings and annotations with the work samples to show student’s learning and, in turn, informed
my practice (Lambert 2012, p. 107; McAteer 2014, p.14).

3.5.3 Ethical considerations

Ethical considerations are crucial to planning any research as there is a need to protect the
participants from potential harm or risk, both physical and emotional (Lambert 2012, p. 139). I
ensured that none of my students were disadvantaged in any way. The parents of the participants
were given a consent form, explaining in detail the nature and reason for the case study (Lambert
2012, p. 140). I protected the confidentiality and anonymity of the students and site, with only
myself and the supervising teacher having access to the collected data (Lambert 2012, p. 141). I
did not identify students’ and the site’s names, nor reveal any information that may inadvertently
identify students and the site, such as photographs, audio or video Lambert 2012, 142). I
referenced all research to follow academic honesty and did not plagiarise. For confidentiality
reasons, the results concluded from the analysis of data will only be shared with the university and
Schools X’s teachers and the Principal (Lambert 2012, p. 138; McAteer 2014, p. 20). Due to the
nature of this action research, I will not be publishing a formal document of the research and its
results concluded from the data, as this is solely to inform myself and improve my teaching
practice.

3.5.4 Analysis
Data analysis is important as it helped me gain a deeper understanding into each student’s
abilities and, therefore, allowed me to plan more tailored learning experiences for them. When
analysing data, I looked for uniqueness, patterns, frequency, evidence of learning and evidence of
change.

To analyse the quantitative data, I recorded the results of the work samples (formative and
summative assessments) and used them to examine the frequency distribution and cross-tabulate
(Lambert 2012, p. 163). I then correlated the data by comparing the records to find patterns
between them to see the whole story of my case studies’ learning (Lambert 2012, p. 163).

To analyse the qualitative data, I closely read it to identify and label common themes for
interpretation (Lambert 2012, p. 168). A list of themes on student engagement and teaching
practice were made to amalgamate data and examine the strengths and complexities of each
theme (Lambert 2012, p. 168). Through finding similarities and differences, contradictions and
dilemmas between the themes, the research became more valuable (Lambert 2012, p. 169).

I then re-organised the analysed data into the list of themes that emerged and collected all the
data from all the methods related to that theme (Lambert 2012, p. 171). By examining data this
way, I saw how a particular theme has a range of evidence related to it and may be able to assess
the student’s strengths and weaknesses (Lambert 2012, p. 171). I continued to scrutinise the data
by comparing the themes to gain as much understanding as possible (Lambert 2012, p. 172).

4. Findings
The findings of this report are grouped into three sections, including my approach to planning, the
analysis of Case 1 and the analysis of Case 2.

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I started my planning by looking at the Foundation and Year 1 Content Descriptions in the learning
area of mathematics in the Australian Curriculum (evident in Appendix G). I viewed the
satisfactory, above satisfactory and below satisfactory “Work Sample Portfolios” to plan an
assessment that meets the achievement standards. To further my research-informed practice, I
built up my resource repertoire by accumulating multiple teacher resources. I analysed the
resources and selected lessons based on my pedagogy of play-based learning, interactive learning,
and making learning relevant and based on student’s interests and experiences. I used the
pedagogies of play-based learning to engage students in a productive and intrinsically motivating
learning environments to provide a natural and meaningful process of learning for students
(Walker 2007, p.21). This allows students to construct knowledge, practice skills, and immerse
themselves in understandings numeracy (Walker 2007, p.21). These pedagogies respond to
students' diverse learning needs and abilities and allows every student to be treated with equal
learning opportunity. These inclusive instructional practices also positively influence social justice
and equity in each learner.

I made a unit plan to have a progressive sequence of lessons that support student’s learning by
building on their understanding. To develop the concept and understanding of length and
measuring, the beginning of the unit tested the students’ prior knowledge of length by seeing if
they could identify and sort objects from longest to shortest. After practicing this concept three
different ways, I then guided the students to measure lengths of objects with non-standard units
and planned for students to grasp the four principles of measurement by Davis, Goulding &
Suggate (2017). This unit plan links with the general capabilities of Literacy, Numeracy and Critical
and Creative Thinking as students were using language to interact with others, identifying and
clarifying information and ideas, and learning through exploring, organising and reflecting on
information and ideas.

School X highly values the work of John Hattie and understands that feedback is the driving force
to students' improvement. Therefore, I planned on using the learning scales to check students'
understanding of the task, their work and their learning. I also provided timely feedback to keep
students on track with their behaviour and work effort so that they were able to be successful in
their learning. At the end of each lesson, I reflected on the lesson based on student engagement,
work effort and student feedback to inform my next lesson. I also evaluated my lesson plan and
took on my Supervising Teacher’s feedback to continually improve my teaching practice, evident
in Appendix G.

4.1 Case 1
The data collected at the beginning of the unit (Appendix G) shows that Case 1 had correct prior
knowledge of longest and shortest, evident in our small group discussions and the extension task.
However, he struggled to order the flowers from longest to shortest. It was only through our small
group discussion that he was able to understand and order it himself. From this formative
assessment, I planned two more experiences to order different animals and objects for him to
solidify and transfer his knowledge. This summative assessment proved his understanding, which
allowed me to continue building on his knowledge by measuring with non-standard units. I
specifically planned class discussions as I believe learning occurs in a zone of proximal
development (ZPD), where students are able to understand a concept and perform a task through
adult guidance and peer collaboration. From the collaborative learning, Case 1 evidently
consolidated his understanding and was then able to problem-solve and perform tasks
independently (Appendix G).

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Through classroom discussion, interactive talk, ongoing dialogue, formative questioning and
careful listening, I constantly judged what kinds of scaffolds were appropriate and how much
scaffolding each student needed, specifically Case 1 and 2. In the middle of the unit, I noticed Case
1 struggling to measure the objects around the classroom as he was getting frustrated and
distracting others. I therefore gave him the modified task to assess if he was struggling to
understand the concept or finding the task overwhelming. As he was able to successfully complete
the differentiated task, I understood that he was finding the task overwhelming as the values of
the measurements surpassed his numerical competencies. To support his learning, I encouraged
him to measure three smaller objects. This made me reflect on my unit plan and add more
differentiated activities with smaller objects and bigger non-standard units of measurement.
Implementing learning stations as another differentiated instruction strategy exposed the class to
multiple ways to learn and understand the concept of measurement. By providing assistance
through scaffolding, I was able to gauge what he could do independently and what he could do
with particular kinds of assistance. With practice, Case 1 was able to build his work resilience and
understand how to accurately measure, evident at the end of the unit (Appendix G).

Due to his high needs and short attention span, modelling was an important instructional strategy
I used to demonstrate a new concept and appropriate behaviour. I modelled using visual, auditory
and tactile instructional techniques to engage the students, which responded well to his needs. In
order for the modelling to be successful, I made sure to plan clear and concise modelling. By the
end of the unit, due to the modelling, previous scaffolding and acquired knowledge, Case 1 knew
what was expected of him in terms of work and behaviour. This allowed him to learn the four
principles of measurement and achieve each learning outcome. He took ownership of his learning
and challenged himself. Growth of learning is evident when analysing the beginning, middle and
end work samples and student feedback.

4.2 Case 2
Similarly to Case 1, Case 2 had accurate prior knowledge of the longest and shortest, evident from
class discussion and extension task (Appendix G), however, struggled to order the flowers from
longest to shortest. It was through our small group discussion that she learnt from her peers, ZPD,
and was able to understand how to order it herself.

Evident from the work samples in middle of the unit (Appendix H), it is clear that Case 2 learnt
through our class discussions and collaboration with a Year 1 as she understood how to accurately
measure. She confirmed her understanding by independently completing the differentiated
activity, which she reported as ‘easy’. From the collaborative learning, Case 2 solidified her
understanding and was then able to problem-solve and perform tasks independently. However, as
she rushed her work and did not check it, she made some mistakes, therefore, I made sure to go
through the sheet as a group to let her reflect on her work and learn from her peers.

By the end of the unit, due to the modelling, previous scaffolding and acquired knowledge, Case 2
knew the learning outcomes and respected the expected behaviour. After I announced to the class
to take their time, she became more focussed and slowed down when counting the links. This also
prompted her to continually check the measuring rules on the whiteboard to obtain accurate
measurements. Sharing her results with a peer prompted her to check her results and allowed her
to use comparative language. This summative assessment proved her understanding of the four
principles of measurement and the daily use of comparative language. Through play-based
learning, class discussions, scaffolding, and modelling of behaviour, Case 2 was able to successfully
develop the concepts, skills and knowledge of measurement.

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6. Discussion
Play-based learning draws from student’s natural desire to engage in experiences based on their
interests to develop literacy and numeracy skills. This criterion was used to motivate struggling
students to learn and develop positive learning dispositions towards mathematics. I implemented
numerous formative assessments to expose students understanding and allow them to
consolidate and transfer their knowledge, evident in Appendix G and H. I adapted my plans and
teaching practice to allow students to understand the task and feel supported and encouraged to
complete the task successfully. The student’s results from the summative assessment proves that
Case 1 and 2 learnt how to order objects from shortest to longest and accurately measure objects
with non-standard units.

I also continually evaluated the student’s engagement and scaffolded tasks to make sure they
were able to be active in their learning. Engagement was assessed throughout the lessons based
on the student’s active listening, their answers to questions, their work effort and their ability to
finish the task with minimal distractions, evident in Appendix G and H. At the end of each lesson, I
made sure to collect their feedback, which allowed them to reflect on their level of enjoyment and
focus, and what they have learnt and achieved. As this repetitive feedback became part of the
routine, students took the initiative to improve their focus and effort for each lesson.

Due to the meaningful play-based learning, students were engaged and motivated to learn
measurement. I supported students in developing a positive attitude towards their learning and
improving their learning outcomes by making adjustments to my practice. These adjustments
include planning learning stations, collaborative group work, modelling, differentiating tasks,
providing positive feedback and reinforcement, evident in Appendix G and H.

7. Conclusion
This inquiry project has guided me to successfully link the pedagogy of play-based learning to the
learning areas of mathematics, in the Australian Curriculum. Based on this pedagogy, my unit plan
and lesson plans incorporated collaborative and explorative learning, modelling and differentiated
tasks to scaffold student needs. I engaged in reflective practice by evaluating lessons based on
observations of student engagement and analysing student work. From this evaluation, I
implemented inclusive and responsive practice to support the diverse needs and abilities of
learners.

From the data collected, I was able to reflect on my pedagogy and actively adapt and modify my
teaching practice to engage students and support their learning of measurement. Appendix G and
H provide exemplary pieces of student’s successful completion of work and achievement of the
intended learning outcomes. Their success reveals the positive impact of my practice as I was able
to create an engaging and supportive play-based learning context. As I have developed my skills in
implementing play-based learning, I plan on using this knowledge and understanding of the
positive impact of play-based learning in my future practice.

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Reference list
Australian Institute for Teaching and School Leadership (AITSL) 2017, Australian Professional
Standards for Teachers, viewed 2 August 2019, <https://www.aitsl.edu.au/teach/standards>.

Bodrova, E 2016, Make-believe play versus academic skills: a Vygotskian approach to today’s
dilemma of early childhood education, European Early Childhood Education Research Journal, vol.
16, no. 3, pp. 357-369.

Cohrssen, C, Church, A, Ishimine, K & Tayler, C 2013, Playing with maths: facilitating the learning
in play-based learning, Australasian Journal of Early Childhood, vol. 38, no. 1, University of
Melbourne.

Davis, A, Goulding, M, & Suggate, J 2017, Mathematical Knowledge for Primary Teachers,
Routledge.

DeGroot, K 2012, Math play: growing and developing mathematics understanding in an emergent
play-based environment, UC San Diego Electronic Theses and Dissertations, University of
California.

Department of Education, Employment and Workplace Relations (DEEWR) 2009, Belonging, Being
and Becoming: The Early Years Learning Framework for Australia.

Ewing, R, Le Cornu, R & Groundwater-Smith, S 2014, Teaching Challenges and Dilemmas, Cengage
Learning Australia, London.

Harris, P 2019, Practitioner inquiry, EDUC 4206, University of South Australia, Adelaide, 29 July.

Killen 2012, Effective Teaching Strategies: Lessons from Research and Practice, Cengage Learning
Australia viewed 2 August 2019
<https://ebookcentral.proquest.com/lib/unisa/reader.action?docID=1696408>.

Lambert, M 2012, A Beginner’s Guide to Doing Your Education Research Project, Sage, London.

McAteer, M 2014, What is this thing called action research?, pp. 7-20, SAGE Publication Ltd,
London.

Meador, D 2019, Using effective instructional strategies, viewed 2 August 2019,

<https://www.thoughtco.com/building-an-arsenal-of-effective-instructional-strategies-3194257>.

Moyles, J 2013, Play and early years: birth to seven years, Play Wales, Wales.

Pine, GJ 2009, ‘Chapter 11: conducting teacher action research’, pp 234-262, Teacher action
research: building knowledge democracies, SAGE Books.

Reason, P, & Bradbury, H 2006, ‘Introduction: Inquiry and participation in search of a world worthy
of human aspiration’, pp.11-14, Reason P & Bradbury H, Handbook of Action Research: Concise
Paperback, London: Sage.

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Sedig, K 2008, From play to thoughtful learning: a design strategy to engage children with
mathematical representations, vol. 27, no. 1, Association for the Advancement of Computing in
Education (AACE), Waynesville, USA.

South Australian Department of Education 2019, Statistics and reports about sites, students and
staff, viewed 2 August 2019, <https://www.education.sa.gov.au/department/about-
department/statistics-and-reports-about-sites-students-and-staff>.

Trawick-Smith, J, Swaminathan, S & Liu, X 2016, The relationship of teacher–child play interactions
to mathematics learning in preschool, Early Child Development and Care, vol. 186 no. 5, pp. 716-
733.

Van Hoorn, J, Nourot, PM, Scales, B & Alward KR. 2011, Play at the center of the curriculum, 6th
edn, Pearson, Boston.

Walker, 2007, Play Matters, ACER, Melbourne.

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Appendices

Appendix A: Map of the school

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Appendix B: Photographs of the classroom environment

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Appendix C: Analysis of learning for Case 1 & 2
Case 1: Male
Age: 5 years old
Significant relationship: Close friends with two receptions boys and one Year 1 boy, however,
often engages in unproductive behaviour with them.
Significant information gained from analysis of observation and/or work samples: gets
frustrated when he cannot grasp a skill or concept and therefore does not want to do the work.
Potential learning foci: understand the four measurement principles: comparing magnitudes and
ordering objects by a particular attribute; the transitivity principle used in ordering objects;
conservation; and stating how many of a given unit match an attribute of an object.
Related teaching strategies: Group them with supportive peers that have the same
understanding, allow them time to consolidate knowledge, explicit modelling, class discussion at
the beginning and then end of each lesson

Case 2: Female
Age: 5 years old
Significant relationship: lives with mum. Close friends with one girl and passively follows peers.
Significant information gained from analysis of observation and/or work samples: Prefers to
work in a group, needs explicit instructions and repetition
Potential learning foci: understand the four measurement principles: comparing magnitudes and
ordering objects by a particular attribute; the transitivity principle used in ordering objects;
conservation; and stating how many of a given unit match an attribute of an object.
Related teaching strategies: Group them with supportive peers that have the same
understanding, allow them time to consolidate knowledge, explicit modelling, class discussion at
the beginning and then end of each lesson

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Appendix D: Anticipatory Planning - Brainstorm for Case 1 & 2

• ACARA, Maths, measurement, Receptions

o Use direct and indirect comparisons to decide which is longer, heavier or holds
more, and explain reasoning in everyday language (ACMMG006)
o Elaboration: using suitable language associated with measurement attributes, such
as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, and ‘holds more’ and ‘holds less’.

• Pedagogy:
o Play-based learning
o Collaborative group work
o Scaffolding and modelling
o Learning based on personal experience
o Learning stations
o Different goals
o Positive reinforcement

• Brain breaks
o Stretch and massage face
o Red elbow
o Simon says
o Freeze dance

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Appendix E: Data collection method templates
Student feedback on their learning is important
for this inquiry process as I am investigating
students’ understandings through experiences.
It is important for students to contribute to and
reflect on their learning as classes are set up to
be a democratic process (Lambert 2012, p. 106;
McAteer 2014, p.12). I will be documenting the
class discussions after the play and recording
the sustained shared thinking. The information
gained will inform my future teaching and
demonstrate how I have improved learning
outcomes.

Planning documentation involves gathering

information about the students, reflecting on
what this information means and then using it
to plan future learning. The evolution of
planning documentation is evidence of my
thinking process. With ongoing critical
evaluation and reflection, I can make
adjustments to my practice to positively impact
learning outcomes for students (Lambert 2012,
p. 110; McAteer 2014, p.12). I will have 3 lesson
plans in maths (start point, mid-point, end
point) to demonstrate how I have used the data
from the other tools to inform my planning,
improved learning outcomes and, in turn,
enhance my practice.

Work samples will provide evidence of student’s

thinking and learning. I will take jottings and
annotations with the work samples to show
student’s learning and, in turn, inform my
practice (Lambert 2012, p. 107; McAteer 2014,
p.14).

My reflective journal entries will enable me to reflect on each lesson and analyse the impact of my
teaching on students learning. It will be a record of my thinking and decision-making process
throughout the action research process (Lambert 2012, p. 110; McAteer 2014, p.12)

Feedback from my Supervising Teacher offers an outsiders and expert perspective on what they
are observing (Lambert 2012, p. 109; McAteer 2014, p.12) I will have a clear structure for my ST to
identify what I want to know about my practice (eg: strengths and weaknesses). I will then take on
the feedback and show how I have made adjustments to my practice to improve student’s
learning outcomes.

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Appendix F: Timeline

Data Collection of lesson plan and evaluation, Supervising Teacher Feedback on practice, work
sample and student feedback on their learning at 3 time points:
• Beginning of the unit – 22/8/19
• Middle of the unit – 28/8/19
• End of the unit – 2/9/19

Data Analysis
I will analyse all the data at the end of the five-week block.

Reflection on student learning

I will be reflecting on student learning throughout my placement and summarise the analysis at
the end of my placement.

Reflection on practice
I will be reflecting on my practice throughout my placement and will summarise the analysis at the
end of my placement.

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Appendix G: Case 1 evidence

Lesson Plan
Lesson Date and Time: 23/8 at 9am Lesson duration: 50 minutes
Curriculum area: Receptions Use direct and indirect comparisons to decide which is longer,
Mathematics heavier or holds more, and explain reasoning in everyday language
(ACMMG006)
Elaboration: using suitable language associated with measurement
Topic: attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, and
Measuring ‘holds more’ and ‘holds less’
Year 1 Measure and compare the lengths and capacities of pairs of objects
using uniform informal units (ACMMG019)
Elaboration: understanding that in order to compare objects, the
unit of measurement must be the same size
General Numeracy
Capabilities: Critical and Creative Thinking
Anticipated Unit Outcomes:
outcomes By the end of this unit of work, students will know what measurement is and know
different ways to measure the length of different objects.

Lesson Outcomes:
By the end of this lesson, students will know how to identify different lengths and
order items from shortest to tallest.

Students’ prior This lesson aims to determine students’ knowledge

knowledge
Resources 8 plastic flowers of different sizes
needed Clipboards
Smartboard
Lesson sequence Have everyone find a focus stop so that they won’t distract Differentiation
Beginning (10 anyone or be distracted. Case 1 sitting on a
mins) spiky tactile cushion
Discuss: what is measurement? How do we measure? When Allow Case 2 to
do we measure? Why do we measure? Write responses on have teddy only for
Smartboard. the discussion
Break: Red elbow

Middle (25 mins) Today we will be looking at the length of objects and
comparing to see what is longer and shorter.

Year 1: sheet look for objects around the classroom that are Can work
longer than and shorter than drink bottles, pencil cases, individually or in
ruler, chairs and whiteboard. Give Year 1’s instructions on pairs
their task while modelling filling out the sheet. Check
understanding using the learning scale.

In a circle with receptions, display flowers in the centre and

ask Case study 1 to identify the shortest flower and ask

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everyone if they agree. Ask Case study 2 to find the longest Collaborative
flower and ask if everyone agrees. Ask another student to learning
find the second shortest flower and ask if everyone agrees.
(10 mins) Have all 7 receptions order flowers from smallest to shortest
and agree on their findings.
Independent task
End (5 mins) Have students order paper flowers and stick in books at their
tables.

Extension: worksheet - which is longer, and which is shorter

Assessment Formative – assessing students’ knowledge of lengths by comparing flowers

Evaluation of Students have an understanding of comparing the lengths of objects and sorting
students them from shortest to tallest.
Students were engaged and enthusiastic about the hands-on experience
Case 1 and 2 both understood the longest and shortest but struggled to order the
other flowers. They benefited from whole class and small group discussion as it
challenged their thinking and enabled them to understand in a supportive
environment. Therefore, I will use this strategy again.
I was surprised but pleased that the majority of the class was able to finish the
extension. Case 1 and 2 saw others doing it and therefore wanted to do it too, so I
read out the question and I circled what Case 1 pointed at, while Case 2 circled
herself.

Evaluation of This lesson ran smoothly as the students had the opportunity to share their ideas
your planning and thoughts at the beginning. By modelling the task, students saw what they
needed to do and how to avoid making mistakes. They also consolidated their
understanding by asking questions and answering my clarifying questions.
Students were enthusiastic and motivated as they were able to show their
understanding through relevant hands-on experience.
Implementing a brain break allowed students to refocus and helps them better
retain information.
My behaviour management strategies were successful, but I need to remind
students to lower the noise level.

Where to next? Next lesson students will compare more lengths of objects and focus on having
students use the language.

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Data at 3 time points:
• Beginning of the unit

Observation jottings
During small group:
- Knew which was longest and shortest
- Did not order other flowers correctly from longest to shortest
- Re-ordered the flowers correctly after discussion

Independently:
- Successfully ordered flowers

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Extension:

Observation jottings
- Did this very quickly
- Said it was easy

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• Middle of the unit

Lesson Plan
Lesson Date and Time: 27/8 at 9am Lesson duration: 50 minutes
Curriculum area: Receptions Use direct and indirect comparisons to decide which is longer,
Mathematics heavier or holds more, and explain reasoning in everyday language
(ACMMG006)
Elaboration: using suitable language associated with measurement
Topic: attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, and
Measuring ‘holds more’ and ‘holds less’
Year 1 Measure and compare the lengths and capacities of pairs of objects
using uniform informal units (ACMMG019)
Elaboration: understanding that in order to compare objects, the
unit of measurement must be the same size
General Numeracy
Capabilities: Critical and Creative Thinking
Anticipated Unit Outcomes:
outcomes By the end of this unit of work, students will know what measurement is and know
different ways to measure the length of different objects.

Lesson Outcomes:
By the end of this lesson, students will know how to measure objects in the
classroom using unifix cubes.

Students’ prior Had a lesson measuring with pop sticks

knowledge
Resources Unifix cubes
needed Clipboards

Lesson sequence Have everyone find a focus stop on the mat so that they Differentiation
Beginning (10 won’t distract anyone or be distracted. Case 1 sitting on a
mins) Discuss the rules of measuring made in last lesson. spiky tactile cushion
Allow Case 2 to
have teddy only for
the discussion

Measure objects
using blocks already
on worksheet.

(5 mins) Break: Simon says

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(10 mins) Model how to measure using unifix cubes and make
mistakes to allow discussion and solidify the rules of
measuring.

(5 mins) Break: Stretch body, bit of yoga and massage face.

Middle (15 mins) Go through the list of what they need to measure. Check
their understanding using the learning scale and answer any
questions or concerns. With a clipboard and pencil, instruct
Year 1’s to measure independently or in pairs and
Receptions to work in pairs. Insist that they take their time
to have accurate results.

End (5 mins) Class discussion to compare everyone’s results.

Assessment Formative – assessing students’ knowledge on how to accurately measure objects

Evaluation of Students were able to work out how to accurately measure objects and help each
students other. Every student was engaged and enthusiastic about the hands-on experience
and used mathematical language.

Case 1 worked independently and got distracted so I gave him the differentiated
worksheet. This sheet calmed him down as there were less steps and it made him
feel successful.
Case 2 collaborated with a Year 1. They counted together and she made sure to
look at the rules to measure accurately. She then independently did the
differentiation task as an extension and found it too easy.

Evaluation of Once again, the hands-on, meaningful play-based learning engaged the students
your planning and motivated them to do their best work.

The visual display and modelling of the rules gave students enough exposure and
repetition to accurately measure.

The reiterated and concise instructions gave the students a clear understanding of
what was expected.

The brain break was really important for students to refocus.

Where to next? Next lesson students will measure more lengths of objects with different tools.
Year 1 with rulers and Receptions with non-standard units.

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Observation jottings
- Got frustrated and went to the toilet a lot
- Did not want to do it

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Differentiation

Observation jottings
- Took his time
- Had a smile on his face when finishing it, felt proud

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Supervising Teacher Feedback

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• End of the unit
Lesson Plan
Lesson Date and Time: 2/9 at 9am Lesson duration: 50 minutes
Curriculum area: Receptions Use direct and indirect comparisons to decide which is longer,
Mathematics heavier or holds more, and explain reasoning in everyday language
(ACMMG006)
Elaboration: using suitable language associated with measurement
Topic: attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, and
Measuring ‘holds more’ and ‘holds less’
Year 1 Measure and compare the lengths and capacities of pairs of objects
using uniform informal units (ACMMG019)
Elaboration: understanding that in order to compare objects, the
unit of measurement must be the same size
General Numeracy
Capabilities: Critical and Creative Thinking
Anticipated Unit Outcomes:
outcomes By the end of this unit of work, students will know what measurement is and know
different ways to measure the length of different objects.

Lesson Outcomes:
By the end of this lesson, students will know how to accurately measure their
bodies with their chosen non-standard unit.

Resources Unifix cubes

needed Links
Pop stick
Clipboards

Lesson sequence Have everyone find a focus stop on the mat so that they Differentiation
Beginning won’t distract anyone or be distracted. Case 1 sitting on a
(10 mins) spiky tactile cushion
Reiterate the rules of measuring made. Show the sheet and Allow Case 2 to
model measuring one body part with different non-standard have teddy only for
units. Check their understanding using the learning scale and the discussion
answer any questions or concerns.

(5 mins) Break: Stretch body, bit of yoga and massage face.

Middle (30 mins) With a clipboard and pencil, instruct students to measure
independently and ask for help if needed. Insist that they
take their time to have accurate results.

End (5 mins) Class discussion to compare everyone’s results

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Assessment Summative – assessing students’ knowledge on how to accurately measure their
body

Criteria:

Evaluation of Students were able to accurately measure their body independently. Students
students really enjoyed this task and compared their results with peers throughout the
lesson.
Case 1 and 2 benefited from whole class discussion as it helped them focus and
choose a non-standard unit. Both cases were successful as they were in a
productive environment. They both checked the visual display of the measuring
rules. I sat next to them a couple of times and gave a bit of assistance or reminder
to refocus when they were distracting others.
The results show that they understand how to accurately measure objects using
non-standard units.

Evaluation of This lesson was a success and proves that every student understands how to
your planning measure length. Students were engaged as they were able to show their
understanding through hands-on experience.

Where to next? Measuring capacity – see what holds more or holds less

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Observation jottings
- Took his time
- Checked the rules on the whiteboard
- Showed his peers what he had done and compared their results

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Appendix H: Case 2 evidence

Data at 3 time points:

• Beginning of the unit

Observation jottings
During small group:
- Knew which was longest and shortest
- Did not order other flowers correctly from longest to shortest
- Re-ordered the flowers correctly after discussion

Independently:
- Successfully ordered flowers
- Calmed down when colouring in

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Extension:

Observation jottings
- Said this was easy and boring

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• Middle of the unit

Observation jottings
- Worked collaboratively with her Year 1 friend – became excitable at the end
- Counted the blocks out loud at the same time
- Corrected the blocks that had a gap between them

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Differentiation

Observation jottings
- Counted the blocks out loud and then said stop (and wrote it)
- Said the task was easy and wrote “eesy”
- Was full of energy from working with her friend

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• End of the unit

Observation jottings
- Joined the links to make it easier
- Checked the rules on the whiteboard
- Slowed down when I stayed close and announced to the class to take their time
- Counted again to check her results
- Shared her results with a peer

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