A capturing math language use during block play: Creation of the spatial and quantitative mathematical language coding system

• Published in: Journal of numerical cognition 2024-07, Vol.10
• Main Authors: Bryant, Lindsey M., Westerberg, Lauren, Devlin, Brianna L., Paes, Tanya M., Geer, Elyssa A., Katyayan, Anisha, Morse, Kathleen M., O’Brien, Grace, Purpura, David J., Schmitt, Sara A.
• Format: Article
• Language: English
• Subjects: block play; mathematical language; preschool; quantitative language; spatial language
• ISSN: 2363-8761; 2363-8761
• DOI: 10.5964/jnc.11589

The goals of the current study were: 1) to modify and expand an existing spatial mathematical language coding system to include quantitative mathematical language terms and 2) to examine the extent to which preschool-aged children used spatial and quantitative mathematical language during a block play intervention. Participants included 24 preschool-aged children (Age M = 57.35 months) who were assigned to a block play intervention. Children participated in up to 14 sessions of 15-to-20-minute block play across seven weeks. Results demonstrated that spatial mathematical language terms were used with a higher raw frequency than quantitative mathematical language terms during the intervention sessions. However, once weighted frequencies were calculated to account for the number of codes in each category, spatial language was only used slightly more than quantitative language during block play. Similar patterns emerged between domains within the spatial and quantitative language categories. These findings suggest that both quantitative and spatial mathematical language usage should be evaluated when considering whether child activities can improve mathematical learning and spatial performance. Further, accounting for the number of codes within categories provided a more representative presentation of how mathematical language was used versus solely utilizing raw word counts. Implications for future research are discussed. The study developed and utilized the Spatial and Quantitative Mathematical Language Coding System to evaluate preschoolers’ use of mathematical language during semi-structured block play. Findings revealed that children used a higher raw frequency of spatial mathematical language terms compared to quantitative mathematical language terms during block play sessions. After adjusting for the number of codes in each category, children’s use of spatial and quantitative language showed similar variability, suggesting both types are important for mathematical learning. The study identified that the most frequently used domains from each mathematical language category were Location and Direction (spatial) and Static Amounts (quantitative). This research highlights the importance of including both spatial and quantitative mathematical language assessments in activities aimed at improving children's mathematical skills.