Project Description
The introduction of the new Primary Mathematics Curriculum (NCCA, 2023) places playful learning at the heart of mathematics education across all primary class levels. While play has long been associated with early childhood education, relatively little is known about how playful approaches are understood and implemented in senior primary classrooms.
This research explores the perspectives and experiences of both teachers and pupils regarding playful mathematics in senior primary settings in Ireland. The study examined how playful approaches are used in practice, the benefits they offer for teaching and learning, and the challenges that can limit their implementation.
Findings highlight a strong connection between playful mathematics and positive learner experiences, including greater enjoyment, engagement and confidence. The research also found that playful learning is interpreted in different ways, ranging from teacher-led games and activities to more child-led, exploratory approaches. While teachers recognise the value of playful mathematics, many report challenges relating to time, resources and access to professional learning opportunities.
The study identifies opportunities to strengthen playful mathematics through greater use of real-world and outdoor learning environments, increased pupil agency, and sustained professional development for teachers.
Research Team
Breed Murphy
Mira Dobutowitsch
Sorcha Browne
Sarah Porcenaluk
Natasha O’Donnell
Maja Haals Brosnan
Donncha Ó Corcoráin
Funder
This research was funded through the Marino Institute of Education Seed Funding Scheme.
Outputs
Suggested citation
Murphy, B., Dobutowitsch, M., Browne, S., Porcenaluk, S., O'Donnell, N., Haals Brosnan, M. & Ó Corcoráin, D. (2026). Playful Mathematics in Senior Primary Classrooms: Research Report No. 1. Marino Institute of Education.
The final report is available here:
Playful Mathematics In Senior Primary Classes Research Report No 1 June 2026