Preschool Teacher Practices During a Collective Play-Related Thinking: Dialectic Between Pretend Play and Mathematics

A broad range of literature discusses the link between pretend play and learning. More specifically, the close link between pretend play and mathematics highlights the urge to develop the mathematical thinking of children through pretend play activities. In this case, collective play-related thinking (CPRT) is used as a tool to promote awareness on the mathematical aspects of a pretend play activity. The aim of this case report is to investigate the practices used by a preschool teacher to seize mathematical teaching opportunities during a CPRT. Results suggest the use of four practices by the teacher: guiding a two-level intersubjectivity, fostering the development of an imaginary situation, raising awareness on challenges, and creating meaning between symbolization in the play and symbolization in a cultural tool. The study contributes to our understanding of the dialectic between play-related thinking and mathematical thinking through a CPRT.