A cultural-historical study of Australian children’s mathematical learning during the transition from kindergarten to primary school: Conceptual PlayWorld approach

This research investigates how imaginative play supports children’s mathematical learning during the transition from kindergarten to primary school. Using Fleer’s Conceptual PlayWorld approach, a group of Victorian children and teachers was followed over a nine-month period during the transition. Within the Conceptual PlayWorlds, teachers and children created imaginary situations to explore mathematical ideas meaningfully. Findings show that imaginative play connects everyday experiences with mathematical concepts, fostering children’s motive development and engagement. It also supported teachers in developing creative mathematics pedagogy. The study provides an innovative approach to enhancing children’s mathematical learning and supporting their transition into formal schooling.