The three part math problem in the play based Kindergarten environment

I have been teaching kindergarten for 10 years, and 4 years using the play based model.  I was introduced to the concept of the three part math problem about 8 years ago. Our school SIP plan incorporated the inclusion of the three part math problem as part of our mathematical instructional practices. It was an issue of some debate whether this could be successfully achieved in the KP classroom. Our KP team took the challenge and ran with it. We set up a program where we would introduce a math concept, put out manipulatives and grouped the students in mixed ability groups.  We would circulate among the groups and listen to their insights and ideas and help guide the lesson in the right direction according to our learning goal. We would then meet together as a large group and share our findings and talk about some of the strategies we used. Looking back, was there much differentiation of learning? Probably not.  Were parallel tasks offered to be inclusive of all learning styles?  No. Were we as educators cognizant of introverted students who were not comfortable working in groups?  Sadly, no.  

When I began to research inquiry based learning, and especially the Reggio model, I began to let go of my learning goals and see the math happen in so many unique and authentic ways. This is when I began to see how the three part model could still be honoured and modified in the play based environment. Explicit instruction does happen in the play based model; it just doesn't need to always be for a large group of students. Educators can still have learning goals, they just don't need to be for the whole class at the same time.

While students are immersed in play, this is what I see as the “problem solving” phase; when they take the mathematical concepts introduced to them either in a small group, or during large group instruction and apply it into their own lives in their own unique ways.  For example, when we introduced the concept of equality, some students needed the equal sign and created it with blocks, twigs and even their snacks. Some, preferred to use a pan scale, while others were not there yet and instead of balancing sets, chose to sort items. Some students worked together, while others chose to show their thinking on their own. The role of the educator during this problem solving phase was to keep the learning alive by providing materials to support the mathematical thinking, and asking questions and supporting the students’ thinking by giving gentle guided support.

The sharing part of the lesson can be a whole group consolidation, where students can share their learning with the whole class, guided small groups, or one on one sharing with student and teacher for those students uncomfortable with large group sharing.

What differs in the play based model, is that the learning can stay alive for a long period of time, infusing cross curricular learning.  The nature of the inquiry based classroom allows students who require more time to work out their mathematical thinking with the luxury of time. As well, those students who are ready to move on and take their learning to the next level are free to do so at their own pace and in their own unique way.  

In my opinion, the three part math problem is alive and well at the heart of the play based Kindergarten classroom.  It is through open ended learning opportunities, uninterrupted blocks of play, and opportunities to share and reflect upon student learning that students are challenged and encouraged to take their mathematical insights to levels we had never considered or dreamed of.