" If she had rolled five, she'd have two more " : Children focusing on differences between numbers in the context of a playing environment

International audienceMathematically rich games can offer children important informal learning contexts for playful mathematical activities in kindergarten. At the same time, these activities can be used as starting points for formal learning in primary school. In the reported qualitative study, 20 children were observed dealing with three developed playing and learning environments in the last year of kindergarten and the first year of school. This paper concentrates on children’s mathematical activities and insights while dealing with a playing environment in kindergarten. On the one hand, the focus is on how children interpret relationships between numbers. On the other hand, two different types of play in the game are outlined. The results will be discussed regarding connecting points for learning processes in primary school