Play vs. (?) “The Science of Math”: a dialectical synthesis for early mathematics teaching

Progress in early education is hindered by discussions that frame issues as either/or choices. Ideally, research could resolve such issues; however, too often researchers themselves take opposing positions, limiting contributions to educational practice and theory. A key debate in early childhood education concerns whether instruction should be based on play or teacher-led methods. In math education, the latter approach has recently been promoted in a highly contentious manner. We examine both positions, evaluating their effectiveness in promoting mathematical development and exploring whether an integrative, dialectical approach might offer a better way forward. We conclude that evidence suggests that a more nuanced approach to play in education, grounded in specific categories of play, will be most developmentally appropriate and effective.