Conference PaperChildren’s Play With Video Data as a Methodological InvitationVescio, JIn a focus group interview setting, four end-of-year first graders, Laura, Brooklynn, Quentin, and Max, gatheredaround my laptop to watch video of their mathematical participation as beginning-of-the-year kindergarteners. Inthe weeks prior, the four children had engaged in several of these video viewing sessions and had gradually grownaccustomed to the practice; however, today9s video featured their engagement with a popular elementary schoolcommodity: shape magnets. In between their wiggles, smiles, and, at times, interpersonal disagreements, the fourstudents conjectured about the nature of the shape magnet designs that they had once created as kindergartenersInternational Society of the Learning Sciences2025-06-101062498956 - 64https://doi.org/10.22318/icls2025.5361442101356National Science Foundation