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Journal articles on the topic 'Mathematics in childhood education'

Author: Grafiati

Published: 10 September 2021

Last updated: 17 July 2025

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1

Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 1–23. http://dx.doi.org/10.3262/zp0000010.

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From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional de

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Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 88–110. http://dx.doi.org/10.3262/zp2301088.

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From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional deve

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3

Toom, André. "Between Childhood and Mathematics: Word Problems in Mathematical Education." Humanistic Mathematics Network Journal 1, no. 20 (1999): 25–44. http://dx.doi.org/10.5642/hmnj.199901.20.19.

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Meaney, Tamsin, Elin Kirsti Lie Reikerås, and Camilla N. Justnes. "Special issue on mathematics in early childhood education." Nordisk barnehageforskning 20, no. 2 (2023): 1–4. http://dx.doi.org/10.23865/nbf.v20.494.

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"Mathematics is an important part of children’s daily life. The value of mathematics for young children is reflected in curricula for early childhood in the Nordic countries and consequently, mathematics education courses are included in teacher education for early childhood. However, mathematics in early childhood education is understood in different ways, influenced by both politics and research, and practitioners’ approach to the field. As a field of research, mathematics education for young children is fairly new in the Nordic countries."

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Novo, María-Luisa, Ángel Alsina, José-María Marbán, and Ainhoa Berciano. "Connective Intelligence for childhood mathematics education." Comunicar 25, no. 52 (2017): 29–39. http://dx.doi.org/10.3916/c52-2017-03.

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The construction of a connective brain begins at the earliest ages of human development. However, knowledge about individual and collective brains provided so far by research has been rarely incorporated into Maths in Early Childhood classrooms. In spite of that, it is obvious that it is at these ages when the learning of mathematics acts as a nuclear element for decision- making, problem -solving, data- processing and the understanding of the world. From that perspective, this research aims to analyse the mathematics teaching-learning process at early ages based on connectionism, with the spe

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Chisnall, Nicola, and Marguerite Maher. "Montessori mathematics in early childhood education." Curriculum Matters 3 (June 1, 2007): 6–28. http://dx.doi.org/10.18296/cm.0086.

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7

Hachey, Alyse C. "The Early Childhood Mathematics Education Revolution." Early Education & Development 24, no. 4 (2013): 419–30. http://dx.doi.org/10.1080/10409289.2012.756223.

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8

Yuhasriati, Y., and A. Yuriansa. "Patterns playing for early childhood education: Mathematics learning for early childhood education." Journal of Physics: Conference Series 1088 (September 2018): 012099. http://dx.doi.org/10.1088/1742-6596/1088/1/012099.

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Ji, Yu-jin, and Jeong-eon Park. "Early Childhood Teacher’s Perception of Good Early Childhood Mathematics Education Using Metaphor Analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 1–18. https://doi.org/10.22251/jlcci.2024.24.23.1.

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Objectives The purposes of this study was to use metaphor analysis to categorize and analyze early childhood teachers’ perceptions of good early childhood mathematics education to help effectively apply good early childhood mathematics education to the field. Methods A metaphor analysis questionnaire was distributed online to teachers of 3-5 year olds working at a childhood education institutions in all country of Korea. And data analysis modified and supplemented the five stages of metaphor analysis proposed by Gok and Erdogan (2010) to suit this study, including metaphor discrimination stage

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Lim, Kyung-Ryeong, and You-Jung Kim. "A Study on the Effects of Early Childhood Teachers' Mathematical Attitudes and Mathematical Knowledge for teaching on Mathematics Literacy Environment." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 5 (2023): 25–48. http://dx.doi.org/10.22251/jlcci.2023.23.5.25.

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Objectives The purpose of this study is to analyze the effect of early childhood teachers' mathematical attitudes and Mathematical Knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Methods Data were collected from 229 teachers working at 34 kindergartens and daycare centers located in Seoul, Gyeonggi, and Incheon using a questionnaire for teachers on mathematical attitudes, Mathematical Knowledge for teaching, and mathematics literacy environment. The collected data were analyzed using descriptive statistics, frequency analysis, t-test,

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Jang, Young-Hoon, and You-Jung Kim. "A Study on the Perception of Early Childhood Mathematics in Newspaper Articles: Using Topic Modeling." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 23 (2023): 63–83. http://dx.doi.org/10.22251/jlcci.2023.23.23.63.

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Objectives In this study, the changes in interest and key words by period related to early childhood mathematics appeared in newspaper articles from January 1, 1990 to December 31, 2020 were examined. Methods For this purpose, 7,789 articles related to early childhood education were collected through ‘Big Kinds (www.bigKinds.or.kr)’. and 230 articles related to mathematics for earlychildhood were analyzed using buzz anal-ysis and topic modeling techniques. Results First, articles on early childhood education increased abou 13.7 times in the 3rd term compared to the 1st term, and ar

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12

Kim, JiYoung, and jin ju Youn. "Impact of Problem-Based Learning(PBL) based Early Childhood Mathematics Education Class on Mathematics Teaching Efficacy, Mathematical Attitude, and Problem Solving Ability of Pre-service Early Childhood Teachers." Korean Academy Welfare Counseling 13, no. 1 (2024): 133–54. http://dx.doi.org/10.20497/jwce.2024.13.1.133.

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The purpose of this study is to examine the impact of Problem Based Learning(PBL)-based early childhood mathematics education classes on pre-service early childhood teachers’ mathematics teaching efficacy, mathematical attitude, and problem-solving ability. The study participants were 38 pre-service early childhood teachers attending a 4-year university in G City. The PBL-based early childhood mathematics education class used a combination of lecture-based and problem-based learning methods, and problem-based learning consisted of four PBL problems and was conducted for a total of 9 weeks. The

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Ogunnaiya, Racheal Taiwo. "Teaching Mathematics through Play Based Learning in Early Childhood Education." International Journal of Research in Education and Sustainable Development 3, no. 7 (2023): 105–18. https://doi.org/10.5281/zenodo.14715977.

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<em>It has been acknowledged that no single method is suitable for every child and that the early childhood teachers, who are in the greatest position to know them, should decide what is best for each child.  Therefore, it will be appropriate to examine the fundamental ideas of suitable and successful mathematics practice rather than suggesting particular methods. </em><em>Researchers in early childhood education have acknowledged the value of learning through play. Pre-mathematics aims to foster children's interest in mathematics for everyday application as well as their mathematical kno

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Clements, Douglas H. "Computers in Early Childhood Mathematics." Contemporary Issues in Early Childhood 3, no. 2 (2002): 160–81. http://dx.doi.org/10.2304/ciec.2002.3.2.2.

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Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers.

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Choi, Ji-Ae, Chung-Hee Chung, and Mi-Seung Yun. "Approach to Early Childhood Mathematics Education on Young Children’s Mathematical Ability." Journal of Children's Literature and Education 19, no. 2 (2018): 191–217. http://dx.doi.org/10.22154/jcle.19.2.8.

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Alsina, A., and A. Berciano. "Developing informal mathematics in early childhood education." Early Child Development and Care 190, no. 13 (2018): 2013–31. http://dx.doi.org/10.1080/03004430.2018.1555823.

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Tsamir, Pessia, Dina Tirosh, and Esther Levenson. "Windows to early childhood mathematics teacher education." Journal of Mathematics Teacher Education 14, no. 2 (2011): 89–92. http://dx.doi.org/10.1007/s10857-011-9174-z.

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18

Kim, Jung Ju, and Eun Jung Kim. "Pre-service early childhood teachers learning about early childhood mathematics education as reflected in participant observation journals." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 513–29. https://doi.org/10.22251/jlcci.2025.25.3.513.

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Objectives The purpose of this study is to explore the learning experiences of pre-service early childhood teachers through an analysis of the participant observation journals they wrote during a 7-week field observation in a childcare center as part of an early childhood mathematics education course. Methods The study collected participant observation journals from 20 third-year students majoring in Early Childhood Education at K University, P City, who had completed a 7-week field observation in a preschool classroom while taking the early childhood mathematics education course. The collecte

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Amin, Qudsi, Erna Wijayanti, and Irmaidah Irmaidah. "Pembelajaran Matematika Anak Usia Dini Melalui Media Dadu dan Pengaruhnya ditinjau dari Perkembangan Kognitif." Laplace : Jurnal Pendidikan Matematika 2, no. 1 (2019): 19–31. http://dx.doi.org/10.31537/laplace.v2i1.191.

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Learning mathematics for early childhood requires ways and media that are suitable for children's development. Mathematics is a scientific discipline that covers almost all levels of education including early childhood education. The characteristic of early childhood learning is learning while playing as embodied in its curriculum at the level of the National Education System. Media dice games can be used in mathematics learning numerical recognition material that is directly related to aspects of children's cognitive development. This study examines the effect of dice media on cognitive devel

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Prudnikova, Ilga, and Jekaterina Jankovska. "Analyze of early childhood education in the context of inclusive education." Social welfare : interdisciplinary approach 5, no. 2 (2015): 74–81. http://dx.doi.org/10.15388/sw.2015.28178.

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Early childhood education means a sequence of levels of education, where the foundation is the concept of "early childhood.” Early childhood is a foundation for social skills knowledge and advances on the following level of education. The imposition of necessary support measures in the education and care of pre-school process provides successive children with special needs inclusion in next level of education. Qualitative early childhood education and care system development principle is that of making early childhood education available for appropriate needs of children and family. The articl

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Maulida, Ulfa, Riska Yuliani, and Ira Anggraeni. "PEMBELAJARAN MATEMATIKA TERPADU PADA ANAK USIA DINI." Jurnal Anak Bangsa 1, no. 2 (2022): 245–51. http://dx.doi.org/10.46306/jas.v1i2.24.

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This paper aims to analyze integrated mathematics learning in early childhood education. Education for early childhood is one of the processes of growth and development that has a unique nature so that it has growth and development that is in accordance with the needs of the level of growth and development. This article is based on the assumption that early childhood should not be taught to count. Researchers used a meta-analysis of previous research and literature on mathematics learning in early childhood education. The findings from this article are expected to have a positive impact on the

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22

Clement, John. "Review: Constructivism in the Classroom." Journal for Research in Mathematics Education 22, no. 5 (1991): 422–28. http://dx.doi.org/10.5951/jresematheduc.22.5.0422.

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The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research

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23

Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experi

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Pollarolo, Enrico, Tuula Skarstein, Ingunn Størksen, and Natalia Kucirkova. "Mathematics and higher-order thinking in early childhood education and care (ECEC)." Nordisk barnehageforskning 20, no. 2 (2023): 70–88. http://dx.doi.org/10.23865/nbf.v20.298.

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This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higher-order thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many o

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Stipek, Deborah. "Mathematics in Early Childhood Education: Revolution or Evolution?" Early Education & Development 24, no. 4 (2013): 431–35. http://dx.doi.org/10.1080/10409289.2013.777285.

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Thiel, Oliver. "Teachers’ attitudes towards mathematics in early childhood education." European Early Childhood Education Research Journal 18, no. 1 (2010): 105–15. http://dx.doi.org/10.1080/13502930903520090.

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Perry, Bob, and Carmel Diezmann. "Early childhood mathematics education research: A powerful beginning." Mathematics Education Research Journal 16, no. 3 (2005): 1–4. http://dx.doi.org/10.1007/bf03217398.

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Cho, Hyung-sook, Min-jeong Kim, and Eun-ji Cho. "The Effect of Application-based Mathematics Education on Mathematical Ability and App Utilization Attitude of Young Children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (2022): 753–69. http://dx.doi.org/10.22251/jlcci.2022.22.19.753.

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Objectives This study is to examine the effects of application-based mathematics education on young children's mathematical ability and attitude to application utilization. Methods The purposes of this study wFor this purpose, 87 children aged 3 to 5 years (45 experimental group and 42 comparative group) were selected from early childhood education institutions in the metropolitan area. The experimental group conducted mathematical activities in the mathematics education application with parents at home, and the comparative group used the activity sheets consisting of the same concept as the c

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김세루, 김권일, HongHaekyung, and 홍지명. "Relationships among early childhood teachers’ awareness of mathematics education, mathematics teaching efficacyand young children’s mathematical attitudes." Korean Journal of Early Childhood Education 28, no. 5 (2008): 141–57. http://dx.doi.org/10.18023/kjece.2008.28.5.007.

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Baker, Ann, Kimberly Schirner, and Jo Hoffman. "Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning." Teaching Children Mathematics 13, no. 1 (2006): 19–21. http://dx.doi.org/10.5951/tcm.13.1.0019.

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Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual ne

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Maharani, Swasti. "Trends in Mathematics Research in Early Childhood: Bibliometric Review." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7, no. 4 (2023): 3883–94. http://dx.doi.org/10.31004/obsesi.v7i4.4907.

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Early childhood education is a critical stage in individual development. At an early age, children have the ability to absorb knowledge quickly, including in mathematics. The aim of this study was to identify trends and patterns of mathematics research in early childhood using bibliometric analysis. The data was obtained from the Scopus database which has been refined with 4 stages (identification, screening, eligibility, and inclusion). The results showed that the peak of publications related to mathematics research in early childhood occurred in 2022. 2017 was the year with the most influent

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Gresham, Gina, and Caroline Burleigh. "Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs." Teaching Education 30, no. 2 (2018): 217–41. http://dx.doi.org/10.1080/10476210.2018.1466875.

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DE SOUZA, ANTONIO CARLOS, CELI ESPASANDIN LOPES, and DÉBORA DE OLIVEIRA. "STOCHASTIC EDUCATION IN CHILDHOOD: EXAMINING THE LEARNING OF TEACHERS AND STUDENTS." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 2 (2014): 58–71. http://dx.doi.org/10.52041/serj.v13i2.280.

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This paper presents discussions on stochastic education in early childhood, based on two doctoral research projects carried out with groups of preschool teachers from public schools in the Brazilian cities of Suzano and São Paulo who were participating in a continuing education program. The objective is to reflect on the analysis of two didactic situations related to the learning of statistics in mathematics classes. The results show evidence of the mathematics learning of the teachers who teach mathematics in early childhood. They also highlight the mathematical and statistical relations that

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Lee, Jin-Hee, and Jong-Hwa Han. "Parent’s Perception Towards Early Childhood Mathematics Education, Storytelling Math Education and Current Status of Home Mathematics Education." Journal of Children's Literature and Education 20, no. 3 (2019): 287–311. http://dx.doi.org/10.22154/jcle.20.3.11.

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Park, Mi-Hwa, Dimiter M. Dimitrov, Lynn G. Patterson, and Do-Yong Park. "Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics." Journal of Early Childhood Research 15, no. 3 (2016): 275–91. http://dx.doi.org/10.1177/1476718x15614040.

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The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of

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Alsina, Angel. "Early childhood mathematics education: research, curriculum and educational practice." Journal of Research in Mathematics Education 2, no. 1 (2013): 100–153. http://dx.doi.org/10.4471/redimat.2013.22.

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This article reviews data obtained through research into early childhood mathematics education in Spain. It analyses the current curricular directions in mathematics education with early learners. It also provides an overview of mathematical practices in early childhood education classrooms to analyse the commonalities and differences between research, curriculum and educational practice. A review of the research presented at SEIEM symposia from 1997 until 2012 demonstrates: a) very little research has been done, a trend that is repeated in other areas, such as the JCR-Social Sciences Edition

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Syaiputra Wahyuda Meisa Diningrat, Luluk Janah, and Sakinatul Mardiyah. "Modified Bottle Cap for Improving Children’s Arithmetic Ability." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 249–63. http://dx.doi.org/10.21009/jpud.132.04.

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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition w

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Özdoğan, Ece. "Play, mathematic and mathematical play in early childhood education." Procedia - Social and Behavioral Sciences 15 (2011): 3118–20. http://dx.doi.org/10.1016/j.sbspro.2011.04.256.

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YI, SAIM. "The Meaning and Needs of Early Childhood Mathematics Education Recognized by Mothers of 5-Year-Old Children." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (2023): 597–619. http://dx.doi.org/10.22251/jlcci.2023.23.6.597.

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Objectives The purpose of this study was to find out the current status and difficulties of mathematics education guidance for mothers aged 5 years old, and to explore the meaning of mathematics education and mothers' needs for mathematics education. Methods To this end, 10 mothers of 5-year-old infants living in Seoul were selected as study participants. Data collection was conducted through in-depth personal interviews. In-depth interviews were conducted over a total of two sessions. For data analysis, the interview contents were repeatedly read, coded for each topic, and triangular verifica

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Muzaqi, Moh. "PENERAPAN KOMPETENSI PEDAGOGIS TENAGA PENDIDIK PAUD PADA PENCAPAIAN PERKEMBANGAN BAHASA DAN MATEMATIKA ANAK USIA DINI." JIV 3, no. 2 (2008): 131–43. http://dx.doi.org/10.21009/jiv.0302.3.

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Some of the teachers’ competencies required in early childhood education are the competencies in pedagogy and andragogy. These competencies deal with teachers’ skill in understanding children’s development, preparing lesson plan, and using the right method and materials suitable to the children’s characteristics. This research was conducted to discover how the teachers using pedagogy competency in language and mathematics in early childhood education. The result of this research was based on parents’ evaluation and observation on their children’s development as they have learned language and m

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Sophian, Catherine. "Vicissitudes of Children's Mathematical Knowledge: Implications of Developmental Research for Early Childhood Mathematics Education." Early Education & Development 24, no. 4 (2013): 436–42. http://dx.doi.org/10.1080/10409289.2013.773255.

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Hachey, Alyse C. "Early Childhood Mathematics Education: The Critical Issue is Change." Early Education & Development 24, no. 4 (2013): 443–45. http://dx.doi.org/10.1080/10409289.2013.777286.

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Julio, Rejane Siqueira, and Monise Zanetti. "Mathematics Teaching and Subjects that Include Mathematics in Pedagogy Courses." Acta Scientiae 24, no. 5 (2022): 119–43. http://dx.doi.org/10.17648/acta.scientiae.6888.

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Background: Research in initial education and professional performance of pedagogues in mathematics is increasing, but they are still few compared to other topics in mathematics education and point to the need for more studies. Objectives: To present a reading of the speeches of beginning mathematics teachers in early childhood education and the early years of elementary school about teaching mathematics, addressing its difficulties and facilities and how they work in classrooms, establishing relationships with the school modules involving mathematics in the degree in pedagogy courses they att

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Sarama, Julie, and Douglas H. Clements. "Building Blocks for early childhood mathematics." Early Childhood Research Quarterly 19, no. 1 (2004): 181–89. http://dx.doi.org/10.1016/j.ecresq.2004.01.014.

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Lismayani, Angri, and Muhammad Isbar Pratama. "The Effectiveness of Mathematics 2.0 Learning through Digital Educational Games in Stimulating Early Childhood Mathematical Abilities." EduLine: Journal of Education and Learning Innovation 5, no. 2 (2025): 212–18. https://doi.org/10.35877/454ri.eduline3918.

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Mathematics 2.0 is a combination of mathematics and technology, which is essential due to the significant role mathematics plays in advancing technology, science, and education. This study aims to examine the effectiveness of Mathematics 2.0 learning through digital educational games in stimulating early childhood mathematical abilities. A mixed-methods approach was employed, utilizing qualitative methods to illustrate the importance of mathematics learning through educational games for young children, and quantitative methods to measure the impact of such games on stimulating early mathematic

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Güven, Yıldız, and Feride Gök Çolak. "Difficulties of Early Childhood Education Teachers' in Mathematics Activities." Acta Didactica Napocensia 12, no. 1 (2019): 89–106. http://dx.doi.org/10.24193/adn.12.1.6.

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Elia, Iliada, Anna Baccaglini-Frank, Esther Levenson, Nanae Matsuo, and Nosisi Feza. "Survey on Early Childhood Mathematics Education at ICME-14." European Mathematical Society Magazine, no. 120 (July 2021): 59–61. http://dx.doi.org/10.4171/mag/32.

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Elia, Iliada, Anna Baccaglini-Frank, Esther Levenson, Nanae Matsuo, and Nosisi Feza. "Survey on Early Childhood Mathematics Education at ICME-14." European Mathematical Society Magazine, no. 120 (July 2021): 59–61. http://dx.doi.org/10.4171/mag-32.

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Lee, Kyung Eun, and Hyun Ah Seo. "Early childhood Teacher’s Perception and Current Status on Early Childhood Storytelling Mathematics Education." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 20 (2018): 773–97. http://dx.doi.org/10.22251/jlcci.2018.18.20.773.

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Polly, Drew. "Evaluating Mathematics Curricular Resources." Teaching Children Mathematics 22, no. 6 (2016): 325–29. http://dx.doi.org/10.5951/teacchilmath.22.6.0325.

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Abstract:

Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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