Playful Learning and Participation in Secondary School Mathematics and Language Teaching

This scoping review examines the relationship between playful learning and student participation in secondary school mathematics and language teaching. It synthesises existing evidence narratively through thematic analysis by recognising the intricate and complex entanglements of play, participation, school cultures and structures, and the curricular demands of specific subjects. The study adopts a flexible scoping review methodology, incorporating multiple perspectives and utilising snowball sampling methods to ensure a comprehensive search of the relevant literature. The analysis is guided by reflexive thematic analysis, a versatile approach that emphasises the researchers’ reflexivity and active involvement in developing themes and patterns across diverse data sources. The synthesis of findings underscores the need to clarify further the fundamental concepts of play and participation, as well as to explore their implications within the ever-present contexts of power dynamics and curricular structures.