Daily plans are the key tool for teachers to ensure their delivery meets the expectations of the programme, and math activities are one of the important activities required to be offered daily in the early years to form the foundations of future math knowledge. As outdoor environments provide various learning opportunities, assessing the math…

Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas…

In this paper, differences in the implementation of a number activity called the snake game are studied. Nine Swedish preschool teachers worked in collaboration with a research team, enacting the same activity with their groups of 5-year-old children over a 3-month period. Variation theory forms the basis for the analysis of 67 videorecorded…

The research reported on here was designed in a qualitative approach to present the opinions of pre-service pre-school teachers on the use of mathematics activities. The sample consisted of 10 pre-service teachers, who in their fourth year of pre-school education in the teaching department in 2017 to 2018. The pre-service teachers in the study…

This article describes how a teacher in Mexico City worked with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.

This paper focuses on kindergarten teachers' interactions with young children during mathematical learning activities involving the use of digital tools. We aim to characterise the teachers' roles and actions in these activities and extend considerations of teachers' orchestrations current in the research literature with regard to agency and…

Young children thrive in classrooms that allow them to explore and discover their environment and interests and also support them in this learning. Because children learn best when they are interested and excited, early-childhood educators should offer children play-based, integrated mathematical experiences (NRC 2009). In this article, the…

This multiple case study explored early childhood educators' implementation of a suite of play-based mathematics activities with children aged 3 to 5 years in six different early childhood education and care programs in Melbourne, Australia. Educators approached the enactment of the activities differently; however, those educators who used the…

This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics…

How can educators encourage and better prepare students to pursue science, technology, engineering, and mathematics (STEM)-based fields? To start, students are more likely to pursue these fields if they enjoy and perceive themselves to be good at them. This means introducing relevant concepts and skills at an early age and embedding them…

The aim of this study is to analyse how a kindergarten teacher orchestrated a mathematical activity involving a fairy tale. Taking a sociocultural perspective on learning and development, naturally occurring talk-in-interaction has been analysed in order to scrutinise the subtleties of the orchestration. The fairy tale "Goldilocks and the…

In 2000, the "National Council of Teachers of Mathematics" recommended that Algebra Standards, "instructional programs from prekindergarten through grade 12 should enable all students to use mathematical models to represent and understand quantitative relationships." In this article, the authors suggest the "Balance"…

School gardening has become increasingly popular as a context for learning in which children construct new knowledge, learn cultural and societal values related to ecological awareness, and develop and practice authentic or real-world skills (Blair, 2009; Bowker & Tearle, 2007). The present research was a longitudinal case study of children's…

Could problem solving be the object of teaching in early education? Could appropriate teaching interventions develop to scaffold children's efforts to solve problems? These were the central questions of this article. The sample consisted of 18 children attending public pre-school in Cyprus. The problem they were asked to solve was to find all…

Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…