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Research Spending & Results

Award Detail

Awardee:VANDERBILT UNIVERSITY, THE
Doing Business As Name:Vanderbilt University
PD/PI:
  • Melissa S Gresalfi
  • (615) 343-0626
  • melissa.gresalfi@vanderbilt.edu
Co-PD(s)/co-PI(s):
  • Amy N Parks
  • Anita A Wager
Award Date:06/03/2021
Estimated Total Award Amount: $ 2,536,626
Funds Obligated to Date: $ 1,206,292
  • FY 2021=$1,206,292
Start Date:08/01/2021
End Date:07/31/2025
Transaction Type:Grant
Agency:NSF
Awarding Agency Code:4900
Funding Agency Code:4900
CFDA Number:47.076
Primary Program Source:040106 NSF Education & Human Resource
Award Title or Description:Supporting Playful Learning in Elementary Mathematics Classrooms
Federal Award ID Number:2101356
DUNS ID:965717143
Parent DUNS ID:004413456
Program:Discovery Research K-12
Program Officer:
  • Toya frank
  • (703) 292-2255
  • tfrank@nsf.gov

Awardee Location

Street:Sponsored Programs Administratio
City:Nashville
State:TN
ZIP:37235-0002
County:Nashville
Country:US
Awardee Cong. District:05

Primary Place of Performance

Organization Name:Vanderbilt University
Street:230 Appleton Place
City:Nashville
State:TN
ZIP:37203-5721
County:Nashville
Country:US
Cong. District:05

Abstract at Time of Award

Previous research has shown that play is an important vehicle for exploration, understanding, and learning because play involves many of the same features as sophisticated disciplinary engagement in mathematics. Despite work documenting the value of play broadly, little research has directly addressed how play could be supported or the value of doing so in mathematics classrooms. The purpose of this project is to investigate play in early elementary math education through a four-year longitudinal study that documents teacher learning and connects teacher practice with in-depth qualitative analyses of children over multiple years. The researchers will partner with kindergarten teachers for three consecutive years. Teachers will experience professional development where they will engage in play as learners and learn how to design tasks that incorporate play. Subsequently, the teachers will implement strategies in their kindergarten classrooms. The teachers will implement this model for three years, and each year the project will add new kindergarten teachers. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The longitudinal design will also support looking at play in relation to grade level. Teachers will participate in summer professional development as well as grade-specific video clubs where teachers will observe and annotate videos of their practice. Similarly, this project will explore children’s experiences over time by following a cohort of children in classrooms that integrate play for three consecutive years, and in relation to teachers’ experience by contrasting kindergarteners over consecutive years. In so doing, this project will develop three in-depth accounts using qualitative methods: 1) How kindergarten teachers learn to integrate play into their instruction and how their teaching changes over time; 2) How the task of integrating play changes with respect to different grades and different content; and 3) How the relationship that children develop with mathematics might be transformed by experiencing playful mathematics learning over their early elementary careers. In this exploratory analysis, the researchers will employ qualitative methods, including video, video club, and in-class observations and teacher interviews and analytic methods including emergent coding, and coding schemes from research on high-quality mathematics teaching. The data collected through this project will offer insight into children’s trajectories of participation across the first three years of elementary school and shed light on how children’s relationship with the discipline of mathematics could be transformed. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

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