Cougar Creek Elementary 24-25

Shifting the Focus: From Literacy to Numeracy Through Play-Based Learning

Background and Context

Over the past three years, our school has prioritized literacy across all subject areas, recognizing reading as a foundational skill for academic success and personal growth. As a staff, we consistently encouraged daily reading both at school and at home. Our literacy initiatives emphasized culturally responsive texts that allowed students to see themselves reflected in their learning, fostering deeper connections to their personal and cultural identities. Literacy was not confined to the classroom; students were provided with opportunities to engage with texts in ways that connected them to each other and to the world around them.

While literacy will remain a cornerstone of our educational approach, we are now shifting our focus toward numeracy, with a particular emphasis on play-based learning as a strategy to enhance student engagement and understanding.

FSA Data over the years demonstrates rational for this shift.

Open in Power BI School Performance Indicators - Elementary Data as of 6/15/25, 6:04 AM Filtered by Grade (is 04), Test Type (is Num), FullStudentType (is All), SiteShortName (is Cougar Creek)

Inquiry Focus
Does infusing play-based numeracy enhance student learning and engagement?

This inquiry is grounded in emerging research on brain development and the role of play in learning. As Dr. Karyn Purvis notes:

“It takes approximately 400 repetitions to create a new synapse in the brain—unless it’s done with play, in which case, it takes between 10 and 20 repetitions.”

This insight underscores the efficiency and effectiveness of learning through play. Similarly, Abraham Maslow reminds us:

“Almost all creativity involves purposeful play.”

Mathematics is not solely about computation—it is about problem-solving, pattern recognition, and creative thinking, all of which are naturally nurtured through playful, hands-on experiences.

Current Observations and Emerging Themes

Initial observations from classroom cohorts suggest a positive correlation between play-based numeracy and student engagement:

Student Feedback:

• I like learning when playing with my friends.
• Math is fun. I didn’t know I was doing it.
• They make learning math fun and less stressful.

Teacher Feedback:

• Students seem more excited when I start with a dice game. They are still struggling to connect it when we move to paper.
• Students work better when they can play and solve problems with friends.
• Games help practice math in a real, hands-on way.
• Math games build confidence and improve understanding.
• The Math games helped students stay engaged and focused.
• I found that some students were engaged at first, but then lost interest if their partner was at a different level than them.
• Students love the games. I find that they are more engaged in their learning.

These reflections highlight both the potential and the challenges of integrating play into numeracy instruction. While engagement is high during game-based activities, there is a need to support students in transferring their conceptual understanding to more formal representations of math.

This year, there was focus on one cohort of Grade 3 students.  Data was collected on engagement as perceived through observations and conferences with students.

It was noted by the students and the teacher that throughout the year, the students engagement level increased and the students showed interest in the games, particularly when they became part of the classroom routine. 

"I love shaking the shaker, and I like how you can learn math by playing games because it makes it easier to remember."

Digging Deeper

Further analysis was conducted with two students in this cohort. 

Analysis of two student Student A and Student B both participated in a variety of play-based numeracy games, including pattern building, place value comparisons, Monster Crunch (skip counting), and the card game War. 

Student A, who is proficient in math, generally enjoyed the games and working with peers, though he occasionally became frustrated when paired with less confident partners and tended to lose interest after about ten minutes. To support Student A, it is recommended to provide more complex or strategic variations of familiar games to maintain his interest and challenge his thinking. Additionally, pairing him with peers of similar proficiency or assigning leadership roles (e.g., game facilitator or peer coach) may help channel his strengths positively.

In contrast, Student B, who is emerging in numeracy skills, showed a strong preference for games, particularly when manipulatives were involved. She often relied on her partner for guidance, especially in games requiring number fluency, such as skip counting. However, she excelled in simpler, more structured games like War. Overly complex games or those involving worksheets were less effective for her. To support Student B, it is recommended to incorporate consistent use of manipulatives, provide visual supports and step-by-step instructions, and scaffold her participation by gradually increasing the complexity of games as her confidence grows. Pairing her with a supportive peer or adult who can model strategies may also enhance her learning experience.

These observations highlight the importance of differentiation and the thoughtful integration of manipulatives, peer support, and game design in play-based numeracy instruction.

“Games aren’t just filler in education. They have the ability to introduce, reinforce, or even assess learning of a given topic.” – Kara Carrero
This supports the idea that play-based numeracy is not just engaging—it’s pedagogically sound

Vision for the Year Ahead: Strengthening Numeracy Through Collaboration, Play, and Community

In the upcoming school year, our collective focus will be on deepening our understanding of students’ numeracy needs through intentional school-wide assessment practices and a strong commitment to professional learning. By fostering a culture of collaboration, curiosity, and community, we aim to create meaningful, engaging, and effective numeracy experiences for all learners.

DATA of Gr. 2 Numeracy Assessment from 2023 - 2024 (Cohort who is now in Gr. 3)

Open in Power BI School Performance Indicators - Elementary Data as of 6/15/25, 6:04 AM Filtered by Learning Area (is Mathematics), SiteShortName (is Cougar Creek), School Year (is 2023/2024), Grade (is 02), FullStudentType (is All)

Paying particular attention to this data that is collected on this Grade 3 cohort from 2023-2024 (students were in Gr. 2 then), the following action plan is devised.

Action Plan for Growth and Impact

Establishing a Strong Foundation

• Conduct a school-wide numeracy assessment in September to gather baseline data and identify areas of strength and growth.

Empowering Educators Through Professional Learning

• Provide targeted professional development focused on play-based numeracy games and strategies that support diverse learning needs.

"When teachers stop learning, so do students." – Jim Knight
~This quote reminds us that when educators grow, students thrive.

Fostering Meaningful Collaboration

• Create structured opportunities for teachers to collaborate, share insights, and build on each other’s expertise.

"The strength of the team is each individual member. The strength of each member is the team." – Phil Jackson
~Collaboration amplifies our collective impact on student learning.

Ongoing Reflection and Responsive Practice

• Schedule regular check-in points throughout the year to:
  • Monitor student progress
  • Reflect on and refine play-based numeracy practices
  • Share successes and challenges

Engaging Families and the Wider Community

• Develop activities for families to support numeracy at home, bridging school and home learning.
• Host community-based learning events that invite families and local partners to be part of the learning journey.

"At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents." – Jane D. Hull