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In 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 kindergarteners 

This paper explores the mathematical participation of one kindergarten student,Quentin, across two differing settings: whole-group instruction versus small-group play centers.Leveraging Gee9s (2000) definition of identity as an act of recognition, we examine howQuentin9s bids for social interaction were more or less recognized by his peers across thesevarying contexts. We highlight the potential role of play in facilitating a space for Quentin9sways of being to be taken up as part of, rather than separate from, mathematics. 

In the post-COVID era, many early educational stakeholders have expressed worryover children9s loss of Social-Emotional Learning (SEL) opportunities, with hopes to correctfor this through formal instruction. However, in this paper we invited children to interpret avideo of their own play and we observed the emotional labor that they engaged in, especiallythrough their ability to take on the perspective of other group members. This emotional labor,which we call relationality, appeared to be especially humanizing for Quentin, a Black boy, andthe ways that he played and engaged with others. This work hopes to recognize the SELresources that children already bring to school, and offer an example of how these resourcesshow their ability to see one another. 

Background: While there exists a large body ofresearch on the benefits of play in supporting chil-dren’s mathematical learning, the vast majority ofsuch research has been conducted in early childhoodor informal contexts, rather than formal K-12 schools.Moreover, this research has predominantly focusedon adults’ perspectives of children’s play. Seeking to bring young children’s voices into methodological and design considerations, this study investigates children’s video interpretations of their mathematical play. Methods: Leveraging data from a larger project that explores the integration of play in elementary mathematics classrooms, I draw upon socio-cultural theory and critical childhood studies, as well as video-elicited interviews with four children, in order to examine play as both a context for mathematics learning, as well as a text for reading the mathematical worlds of young children. Findings: Findings suggest that the four children drew upon sophisticated frames when making sense of video data, including situated conditions, networks of care, affective experiences, tangible fulfillment, and mathematical curiosities.Contribution: Insights from this study challenge traditionally narrow perspectives of young children as merely consumers of knowledge, who learn in order to “become adults,” and instead situates them as active sense-makers, whose noticings may better position us to design mathematics learning environ-ments according to their insights and vantage points. 

Acknowledging that our professional development (or methods course) was not going as well as we had hoped was difficult. However, knowing what to do and correcting the problem was even more challenging. This article explains how we engaged teachers in helping us rethink our video club by listening to and acting on their ideas. Through “coffee chats” with teachers during our video club professional development, we received advice on what (and how) to change and what to keep. That advice led to a guide to future video clubs and principles for professional development. 

As part of a longitudinal study focused on mathematical play, we (Melissa, Amy, and Anita) are often faced with questions about what counts as play and what mathematics (and other learning) we see in play, and whose play is most likely to be seen or dismissed. Rather than discuss our findings from classroom videos of kindergarten children engaged in mathematical play, we asked scholars who bring different lenses to research on play, young children, and teaching and learning mathematics to look at some of our data and provide their perspectives. In this session, we will share video and discuss with our panel (Nathaniel, Naomi, and Tran) various ways to interpret that video. This paper provides background on the potential of mathematical play and the details of the study that generated data for analysis. We conclude with a copy of a transcript that is associated with a video we will watch during the plenary with hopes that participants will watch prior to the session and come with their own questions/perspectives.