Under-threes’ mathematical learning – teachers’ perspectives

Abstract

This project highlights preschool teachers’ views of toddlers’ learning in mathematics. The Swedish national curriculum covers even the youngest children who are 1–3 years old. Interesting questions are thus: what should mathematics be for this age group and how should preschool teachers work with maths to achieve the curriculum objectives? Data were collected through interviews with six preschool teachers working in four different preschools. The data show that the teachers emphasize the body as very important for the learning process, which means that for these children, it is not a matter of simply talking about mathematical concepts, but experiencing them bodily. The teachers also report that they now pay more attention than previously to what material the children use and how they interact with it. They are more aware of how they organize and offer the various materials in the preschool and how this influences the way children use them and, consequently, their learning processes.

Keywords:

• toddlers
• preschool
• Sweden
• mathematical learning
• teacher’s perspective