The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…

Portions of this paper were read at the Eastern Psychological Association meeting, April 1968, Washington, D.C. (DR)

The purpose of the study was to inquire into student learning of geometrical concepts, and the order and organization of those concepts relative to visual experience, while paying attention to their logical organization within the structure of mathematics. A test battery comprised of visual illusions, problems requiring interpretation of pictorial…

The objective of the investigation was to develop and test procedures for training children in coordination of projective space. (Projective concepts involve apparent distance, relative position, shape of figures, and other topological factors. A person with a command of projective space sees objects as a coordinated system of figures in space.) A…

Seven-year-olds compared successively presented oblique lines which varied as to their position within a square display and their relation to the diagonal axis of the display. Children apparently encoded lines in terms of position and axis features. They used a categorical spatial representational system to compare oblique lines. (Author/RD)

Research findings related to children's concepts of length, area, volume, weight and time are reviewed. Implications for instruction in measurement of these qualities are discussed. (SD)

The investigation reported pursued the possibility of cross-cultural differences between American and Swiss children in terms of how they perceive and conceptualize spatial figures. There was statistical evidence that the preferences of American and Swiss children were different when compared as a whole or by sex and test version. (MK)

The growth of spatial awareness and representation was studied in children between ages five and nine. A group of thirteen tasks was administered to subjects three times with periods of approximately six months among sessions. The tasks were selected to measure understanding of projective spatial properties (straight line trajectories,…