The University of Virginia (UVA) is embarking on an innovative journey to transform elementary math education through Active Playful Learning (APL). Supported by a substantial grant from the LEGO Foundation, UVA researchers are collaborating with educators to integrate play into math instruction, aiming to boost student engagement and achievement.
Understanding Active Playful Learning
APL is an educational approach that leverages play to enhance learning experiences. By incorporating activities that are active, meaningful, collaborative, iterative, and joyful, APL seeks to foster deeper understanding and retention of academic concepts. This method aligns with the natural ways children learn, making education both effective and enjoyable.
The Role of the LEGO Foundation
Renowned for its commitment to learning through play, the LEGO Foundation has awarded a $20 million grant to Temple University, with UVA receiving a $4.7 million subaward. This funding enables UVA researchers to evaluate and implement APL strategies in elementary schools, focusing on enhancing math education.
UVA’s Research Initiative
Leading this initiative are Dr. Tara Hofkens and Dr. Robert Pianta from UVA’s School of Education and Human Development. Their research centers on integrating APL into the standard math curriculum for students from kindergarten through fourth grade. By emphasizing the “six C’s”—communication, collaboration, confidence, creative innovation, critical thinking, and content—they aim to create a more engaging and effective learning environment.
Addressing Post-Pandemic Challenges
In the wake of the COVID-19 pandemic, educators have observed a decline in student engagement and math performance. National assessments indicate significant drops in math scores between 2020 and 2022. APL offers a promising solution by making math learning more interactive and joyful, potentially reversing these trends and reigniting students’ interest in the subject.
Looking Ahead
As UVA researchers continue to explore and implement APL strategies, the potential for transforming math education is substantial. This initiative not only addresses current educational challenges but also sets the stage for a more engaging and effective learning environment for future generations.
For more information on this initiative, visit the UVA School of Education and Human Development.
About Dr. Tara Hofkens
Tara Hofkens is a Research Assistant Professor at the University of Virginia and earned her doctorate in Learning Science and Policy. Hofkens is interested in social and emotional development and academic engagement. These interests stem from her experience working in clinical and health psychology research and developing and coordinating education programs. Before graduate school, Hofkens worked as a research project coordinator of clinical trials investigating the role of psychological well-being, stress, and relationships on mothers and their children. At her undergraduate institution, Hofkens participated in numerous programs to support positive child development in schools, including co-founding and directing a literacy and mentorship to support rural children in after school programs in kindergarten through 8th grades.
In her graduate studies, Hofken’s work developed to include a focus on school climate and STEM learning and engagement. She completed a comparative case study of two middle school math teachers who implemented reform-based curriculum in their general and honors algebra classes. The study includes in depth analysis of the teachers’ and students’ experiences of and response to the reform. The two manuscripts focus on how participating in instructional reform changes the nature of math teachers’ work and investigates the affective challenges of the reform for the teachers and students and how those challenges affected instruction and learning strategies.
About Dr. Robert Pianta
Robert Pianta is the Batten Bicentennial Professor of Early Childhood Education, professor of psychology, and founding director of the Center for Advanced Study of Teaching and Learning at the University of Virginia. Pianta‘s research and policy interests focus on the intersection of education and human development. In particular, his work has advanced the conceptualization and measurement of teacher-student relationships and documents their contributions to students’ learning and development. Pianta has led research and development on measurement tools and interventions that help teachers interact with students more effectively and that are used widely in the United States and around the world.
Pianta began his career as a special education teacher and joined the University of Virginia faculty in 1986. He is the past editor of the Journal of School Psychology and associate editor for AERA Open. An internationally recognized expert in both early childhood education and K-12 teaching and learning, Pianta regularly consults with federal agencies, foundations, universities, and governments. He was named a Fellow of the American Education Research Association and received the Distinguished Alumni Award from the University of Minnesota in 2016. Pianta served as dean of the UVA School of Education of Human Development from 2007-2022 and remains a member of the faculty.
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