Pedagogies Of Play And Participation: Teachers’ Practices In Supporting Number Sense In Early Mathematics

Background: Play-based pedagogy represents a fundamental shift from traditional, structured instruction toward a learner-centred approach in early mathematics. Drawing on the philosophies of Fleer and Montessori, this approach posits that mathematical concepts are best internalised through discovery rather than rote learning. Despite its importance, mathematics is frequently perceived as a daunting subject, often instilling anxiety in young learners from an early age. This study argues that framing mathematics as a dynamic "game of numbers" can mitigate this phobia and foster a more positive attitude towards the subject. Guided by Vygotsky’s Social Development Theory, this research explored how social interaction and communication facilitate mathematical understanding. The primary objective of this article is to investigate Grade 1 teachers’ experiences in implementing play-based pedagogy to teach number sense, and to explore how social interaction within play supports young learners’ mathematical understanding, confidence, and positive attitudes toward mathematics. Method: A qualitative approach, situated within the interpretivist paradigm, was employed to investigate the experiences of four Grade 1 teachers from primary schools in Mpumalanga Province, South Africa, regarding the implementation of play-based strategies for teaching number sense. Results: The findings indicate that play-based pedagogy significantly enhances learners' confidence and ease in grasping foundational numerical concepts. Through social interaction, learners developed critical problem-solving skills and showed increased capacity for critical thinking and decision-making. Discussion: The evidence suggests that communicative play serves as a vital channel for mathematical literacy. Therefore, this paper recommends that play-pedagogy be formalised in early grade mathematics to ensure a robust cognitive and affective foundation for future learning.