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. Using a flexible scoping review methodology and snowball sampling, it synthesises existing evidence through reflexive thematic analysis, acknowledging the complex entanglements of play, participation, school cultures, and subject-specific curricular demands. The review incorporates multiple perspectives and emphasises researcher reflexivity in identifying patterns across diverse data sources. Key contributions include: (1) developing an overview of how participation and playful learning intersect in current literature; (2) highlighting the potential of this relationship to inform future educational practices; and (3) identifying a critical knowledge gap in the conceptualisation of play and participation. The findings underscore the need for further exploration of these concepts within the context of power dynamics and curricular structures in schools.