Collective Problem Solving in Peer Interactions in Block Play Situations in Kindergarten

Play is often described as the foundation of early mathematical learning processes. Helenius and colleagues state in this context that not only mathematical content is negotiated and learned in play, but those play situations also enable the emergence of process-related mathematical competencies, such as problem solving. The article focuses on such problem-solving processes. Comparative analyses show how construction problems in peer situations in free play situations can function as a catalyst for discursive mathematical learning processes in block play situations in kindergarten. Thus, various heuristics can be elaborated, which emerge in peer interactions.