Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway.Elizabeth Carruthers is the Founder of the International Children’s Mathematics Research Network in the UK.Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.

• FOREWORDINTRODUCTION1. Setting the stage for mathematics and play in early childhood educationElizabeth Carruthers and Oliver ThielIntroductionPlayMathematicsPlay and mathematicsPraxeologyStructure of the bookReferencesPART ICHILDREN’S PLAY2. Reframing children’s mathematics in play: Perspectives from England and GreeceMaria Papandreou and Elizabeth CarruthersIntroductionTheoretical backgroundThe two case studiesReframing children’s mathematics in playConclusionReflective questionsReferences3. Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiencesFrancesca Granone, Elin Reikerås, and Maire TuulIntroductionMethodResultsDiscussionReflective questionsReferences4. ‘It will probably be good’: Emergent stochastics in children’s outdoor playZoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-FuenteIntroductionPlayPrevious researchTheoretical frameworkMethodsParticipantsQuantitative findingsQualitative findingsDiscussionConclusionAcknowledgementsReflective questionsReferences5. Mathematical play outdoors in the UK and the USA: Measurement, sorting, topology, pendulum, and meaningful mathematical practice arising from contextual eventsMandy Andrews and LeaAnn ChristensonIntroductionThe contextsTheoretical frameworkMethodsThe vignettesDiscussion and implications for practiceConcluding commentsReflective questionsReferences6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhoodChrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea EliadouIntroductionTheoretical frameworkExamples of practiceDiscussion: Emerging themesReflective questionsReferencesPART IIPRACTITIONER’S REFLECTIONS7. Mathematical learning during pretend play: A comparative study in Catalonia and NorwayJudith Fábrega, Mequè Edo, and Annette FurnesIntroductionResearch questionTheoretical frameworkThe Norwegian and Spanish curriculaMethods and materialsResultsComparative analysis of the two datasetsDiscussionConclusionsReflective questionsReferences8. Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play: Voices from Italy and SwedenBenita Berg, Ester Catucci, and Laura LeonardiIntroductionAim and research questionMethodResultDiscussionReflective questionsReferences9. Practitioner perspectives on mathematics in children’s playCatherine Gripton, Anne Hjønnevåg Nakken, Beate Nergård, and Camilla Normann JustnesIntroductionMathematics and playResearching mathematics in playFindingsDiscussionConclusionReflective questionsReferences10. ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflectionsElena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna EfstathiadouIntroductionTheoretical backgroundMethodologyFindingsDiscussionReflective questionsReferencesCONCLUSION11. Play and mathematics in early childhood education: Synthesising insights and paving the way forwardChrystalla PapademetriIntroductionDiscussion: Insights for practitioners, teacher educators, and researchersBringing it together: Key insights for practice and researchConcluding reflections and the contribution of this bookReferencesAPPENDIXThe early childhood education and care (ECEC) systems across the countries included in this bookCataloniaJudith FábregaEnglandCatherine GriptonEstoniaMaire TuulGaliciaLucía Casal-de-la-FuenteGreeceZoi Nikiforidou and Maria PapandreouItalyLaura Leonardi and Ester CatucciMaryland, USALeaAnn ChristensonThe NetherlandsAnnerieke Boland, Ronald Keijzer, and Bert van OersNorwayElin ReikeråsSwedenBenita Berg and Ester CatucciOverview of the ECEC systems in the countries included in the bookOliver ThielReferencesIndex

Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway.Elizabeth Carruthers is the Founder of the International Children’s Mathematics Research Network in the UK.Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.

• FOREWORDINTRODUCTION1. Setting the stage for mathematics and play in early childhood educationElizabeth Carruthers and Oliver ThielIntroductionPlayMathematicsPlay and mathematicsPraxeologyStructure of the bookReferencesPART ICHILDREN’S PLAY2. Reframing children’s mathematics in play: Perspectives from England and GreeceMaria Papandreou and Elizabeth CarruthersIntroductionTheoretical backgroundThe two case studiesReframing children’s mathematics in playConclusionReflective questionsReferences3. Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiencesFrancesca Granone, Elin Reikerås, and Maire TuulIntroductionMethodResultsDiscussionReflective questionsReferences4. ‘It will probably be good’: Emergent stochastics in children’s outdoor playZoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-FuenteIntroductionPlayPrevious researchTheoretical frameworkMethodsParticipantsQuantitative findingsQualitative findingsDiscussionConclusionAcknowledgementsReflective questionsReferences5. Mathematical play outdoors in the UK and the USA: Measurement, sorting, topology, pendulum, and meaningful mathematical practice arising from contextual eventsMandy Andrews and LeaAnn ChristensonIntroductionThe contextsTheoretical frameworkMethodsThe vignettesDiscussion and implications for practiceConcluding commentsReflective questionsReferences6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhoodChrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea EliadouIntroductionTheoretical frameworkExamples of practiceDiscussion: Emerging themesReflective questionsReferencesPART IIPRACTITIONER’S REFLECTIONS7. Mathematical learning during pretend play: A comparative study in Catalonia and NorwayJudith Fábrega, Mequè Edo, and Annette FurnesIntroductionResearch questionTheoretical frameworkThe Norwegian and Spanish curriculaMethods and materialsResultsComparative analysis of the two datasetsDiscussionConclusionsReflective questionsReferences8. Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play: Voices from Italy and SwedenBenita Berg, Ester Catucci, and Laura LeonardiIntroductionAim and research questionMethodResultDiscussionReflective questionsReferences9. Practitioner perspectives on mathematics in children’s playCatherine Gripton, Anne Hjønnevåg Nakken, Beate Nergård, and Camilla Normann JustnesIntroductionMathematics and playResearching mathematics in playFindingsDiscussionConclusionReflective questionsReferences10. ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflectionsElena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna EfstathiadouIntroductionTheoretical backgroundMethodologyFindingsDiscussionReflective questionsReferencesCONCLUSION11. Play and mathematics in early childhood education: Synthesising insights and paving the way forwardChrystalla PapademetriIntroductionDiscussion: Insights for practitioners, teacher educators, and researchersBringing it together: Key insights for practice and researchConcluding reflections and the contribution of this bookReferencesAPPENDIXThe early childhood education and care (ECEC) systems across the countries included in this bookCataloniaJudith FábregaEnglandCatherine GriptonEstoniaMaire TuulGaliciaLucía Casal-de-la-FuenteGreeceZoi Nikiforidou and Maria PapandreouItalyLaura Leonardi and Ester CatucciMaryland, USALeaAnn ChristensonThe NetherlandsAnnerieke Boland, Ronald Keijzer, and Bert van OersNorwayElin ReikeråsSwedenBenita Berg and Ester CatucciOverview of the ECEC systems in the countries included in the bookOliver ThielReferencesIndex

Oliver Thiel is the Professor of Early Childhood Mathematics Education, Queen Maud University College, Trondheim, Norway.Elizabeth Carruthers is the Founder of the International Children’s Mathematics Research Network in the UK.Chrystalla Papademetri is an Assistant Professor of Early Childhood Education, European University Cyprus, Nicosia, Cyprus.

• FOREWORDINTRODUCTION1. Setting the stage for mathematics and play in early childhood educationElizabeth Carruthers and Oliver ThielIntroductionPlayMathematicsPlay and mathematicsPraxeologyStructure of the bookReferencesPART ICHILDREN’S PLAY2. Reframing children’s mathematics in play: Perspectives from England and GreeceMaria Papandreou and Elizabeth CarruthersIntroductionTheoretical backgroundThe two case studiesReframing children’s mathematics in playConclusionReflective questionsReferences3. Children’s first-time exploration of a coding toy with teachers: supporting mathematical experiencesFrancesca Granone, Elin Reikerås, and Maire TuulIntroductionMethodResultsDiscussionReflective questionsReferences4. ‘It will probably be good’: Emergent stochastics in children’s outdoor playZoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-FuenteIntroductionPlayPrevious researchTheoretical frameworkMethodsParticipantsQuantitative findingsQualitative findingsDiscussionConclusionAcknowledgementsReflective questionsReferences5. Mathematical play outdoors in the UK and the USA: Measurement, sorting, topology, pendulum, and meaningful mathematical practice arising from contextual eventsMandy Andrews and LeaAnn ChristensonIntroductionThe contextsTheoretical frameworkMethodsThe vignettesDiscussion and implications for practiceConcluding commentsReflective questionsReferences6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhoodChrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea EliadouIntroductionTheoretical frameworkExamples of practiceDiscussion: Emerging themesReflective questionsReferencesPART IIPRACTITIONER’S REFLECTIONS7. Mathematical learning during pretend play: A comparative study in Catalonia and NorwayJudith Fábrega, Mequè Edo, and Annette FurnesIntroductionResearch questionTheoretical frameworkThe Norwegian and Spanish curriculaMethods and materialsResultsComparative analysis of the two datasetsDiscussionConclusionsReflective questionsReferences8. Exploring how focus group discussions can support ECEC practitioners’ awareness of mathematical content in children’s play: Voices from Italy and SwedenBenita Berg, Ester Catucci, and Laura LeonardiIntroductionAim and research questionMethodResultDiscussionReflective questionsReferences9. Practitioner perspectives on mathematics in children’s playCatherine Gripton, Anne Hjønnevåg Nakken, Beate Nergård, and Camilla Normann JustnesIntroductionMathematics and playResearching mathematics in playFindingsDiscussionConclusionReflective questionsReferences10. ‘Play’ and ‘Mathematics’ as concepts in preservice ECEC teachers’ reflectionsElena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna EfstathiadouIntroductionTheoretical backgroundMethodologyFindingsDiscussionReflective questionsReferencesCONCLUSION11. Play and mathematics in early childhood education: Synthesising insights and paving the way forwardChrystalla PapademetriIntroductionDiscussion: Insights for practitioners, teacher educators, and researchersBringing it together: Key insights for practice and researchConcluding reflections and the contribution of this bookReferencesAPPENDIXThe early childhood education and care (ECEC) systems across the countries included in this bookCataloniaJudith FábregaEnglandCatherine GriptonEstoniaMaire TuulGaliciaLucía Casal-de-la-FuenteGreeceZoi Nikiforidou and Maria PapandreouItalyLaura Leonardi and Ester CatucciMaryland, USALeaAnn ChristensonThe NetherlandsAnnerieke Boland, Ronald Keijzer, and Bert van OersNorwayElin ReikeråsSwedenBenita Berg and Ester CatucciOverview of the ECEC systems in the countries included in the bookOliver ThielReferencesIndex