From theories about playful learning to classroom practice: Directions for future research
In this theoretical paper, we draw on existing research to explore how playful learning, specifically guided play, can be integrated into Norwegian lower primary school mathematics education. Our examination of theory and research highlights multifaceted obstacles that hinder full realisation: teachers’ uncertainty regarding their evolving role, the lack of practical implementation guidance, curriculum ambiguities, and policy pressures towards standardised testing. Explicit guidance for implementing efficient, curriculum-intended playful learning is unavailable to Norwegian teachers. Countering perceived practical constraints, we provide directions for future research. These include the need for a framework detailing practical examples of playful learning and mathematisation for educators and policymakers, advocating for future research-practice partnerships, and embedding student-centred teaching like guided play in pre-service and in-service teacher education.
Publisert i 2026
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