There is a lot of anxiety and stress around the topic of math for students of any age.

They often
get worked up before even taking time to understand what a question or concept is asking, and it
does not have to be this way for students. I was different from kids who felt this way and really
loved math, and because of that, it is important that I, as a teacher, can make math fun for my
students as well! The following articles give examples of how to go about teacher math so that
students see it as fun and actually enjoy learning and applying it.
Jordan, N. C., Ramineni, C., Kaplan, D., & Locuniak, M. N. (2009). Early Math Matters:
Kindergarten Number Competence and Later Mathematics Outcomes. HHS Author
Manuscript, 45(3), 850-876.
This study shows that early interest in math later benefits students more than if they only begin
to show an interest in later grades. They also found a correlation between low-income and low
scores to some extent which could be eliminated provided math begins to become more
interactive and play-based in the classroom with printed games or take-home versions of math
centers that students are able to take home if they parents are not able to provide them with those
games like some high-income families are able to do. All in all, their findings show that the
earlier students develop number competence, the easier mathematical concepts will come to
them in the future.
Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math
interest and the development of math skills. Journal of Educational Psychology,
104(3), 673-681.
This article touches on the correlation between a student’s interest in math being related to their
skill and outcome in math. It explores the research of students who develop an interest in math at
an early age and how that results in proficient math skills by the 5-month check in. If this
concept is emphasized at an early age and fun is incorporated into math, we will be setting our
students up for success in math throughout their entire education lifetime. Creating a math
environment that students look forward to proves to be crucial and strengthens their abilities in
mathematics, therefore, it should be something we as teachers look to emphasize and promote.
Parks, A. N., & Blom, D. C. (2013). Helping Young Children See Math in Play. Teaching
Children Mathematics, 20(5), 310-317.
Parks and Blom bring up many important points concerning math and play. They argue that it is
not necessary to exclude play, as it can be used as an opportunity to further explain and explore
mathematical concepts. ‘Play’ is not in most curriculums, therefore it is often overseen, but Parks
and Blom touch on how teachers can use play to maximize math learning opportunities and
allow children to develop math skills without even knowing they are doing it. Puzzles, building
blocks and doll play allow for teacher comments that tell students they are practicing math, even
though that was not their intention, and they can feel good about mastering something without
allowing the word ‘math’ to turn them away from it.
Bergen, D. (2009). Play as the Learning Medium for Future Scientists, Mathematicians,
and Engineers. American Journal of Play, 1(4), 413-428.
Math can be scary for many learners and can be seen as a difficult concept that they want to
avoid before even attempting to learn due to the variety of terms and skills that are introduced.
This article explores how those feelings change when math is introduced through play, rather
than through tests and text-book reading. Although play was slowly making its way out of
school, Bergen discusses why we should refocus our teaching of math back towards play and
learning the basics in fun ways at the elementary level that ultimately makes a longer lasting
impact than memorization or other dry techniques.

Zhang, M. (2014). Understanding the relationships between interest in online math games
and academic performance. Journal of Computer Assisted Learning, 31(3), 254-267.
Math and play can be incorporated in many different ways, as mentioned in stations and other
hands-on activities, but this article mentions other ways to incorporate play into math and that is
through one of the highest peaks of interest for students – the internet. Students look forward to
time online or on their electronics and we can maximize this at home and in the classroom to
promote math through play on these devices. Students will benefit from their ‘screen time’ and
spending time exploring math through play with online games can help boost interest in
mathematical concepts and academic performance.
Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and
games. The Phi Delta Kappan, 27-32.
This study shows that a quarter of teacher surveyed claimed not to have enough time for free
play in their kindergarten classes. They believe that because of little play incorporated into the
youngest grade classroom, this ultimately leads to more anxiety around learning. At such a
young age, it is important to begin introducing learning through play and this article gives ideas
and insight as to how that can be beneficial in the classroom. Play can include learning strategies
from board games, partner games, smart board games, and more without students even thinking
that their focus is on learning. They believe play can lessen student anxiety in the long run and it
is important for teachers to bring back into their classrooms.