Background: Mathematics research in the early years has shown that infants are born with innate
mathematical capabilities that form the foundation of a child’s mathematical knowledge and skills.
The first three years are critical for the developing brain and executive functions that play a key
role in mathematical learning. Research has also highlighted that educators’ prior experiences and
emotive response to mathematics influence their practices and choices in mathematics education.
There appears to be a disconnect between children’s capabilities in their first few years of life, and
educators’ beliefs and perspectives about the mathematical potential of children in the early
years.

Aims: The research project focused on early childhood educators’ (working in childcare or early
learning centres across Australia with children three years old or younger) and explored how their
beliefs and perspectives about mathematics influenced mathematics education practices with
those children.

Method: Using a grounded theory research design, this ethics-approved, qualitative study used a
combination of data collection instruments. Participants were recruited and consented to
participate. An initial questionnaire (using Survey Monkey) was conducted with 152 participants to
gather demographic, initial contextual information, and views of mathematical concepts. Semistructured
interviews (using a zoom format and open-ended questions) were completed with 34
participants and were the primary data collection method. Interviews incorporated responses to
three scenarios presented as prompts for the participants to explore their perspectives and
understanding of mathematics in this age group.

Results: For the early childhood educators in the study, mathematics education in the early years
was a topic of varied opinions and discussions, particularly for the before school age groups. This is
significant as educators and teachers had differing views on what, how and even if mathematics
should be taught to children in the early years. Some educators, teachers and pre-service teachers
had neutral or negative views about mathematics stemming from their own schooling experiences
which may have subconsciously influenced their curriculum structures and content, and also if or
how they taught mathematics to the children in their care. A deficit in mathematics knowledge
can lead to the continuation of educators’ negative attitudes, which can be passed on to students,
while positive attitudes can potentially lead to the pursuit of further knowledge. (Note: results
pending at the time of abstract.)

Conclusions: This research generated significant theoretical and practical findings that are useful
for practitioners, researchers, and leaders in the early years sector. It is anticipated that the
findings will have a particularly positive impact for those who train and assist educators to
implement educational programs that lay the foundational groundwork in mathematics education
not only for children in the early years but for generations to come.

Implications for children and families: It is important that young children have the best
opportunities to develop mathematical skills and receive help and from confident and
knowledgeable early childhood educators.

Implications for practitioners: Did you know that your own perspectives and experiences on
mathematics can influence how young children develop and learn mathematical skills? Reflecting
on your own beliefs is a crucial step to fostering mathematics education for children from birth to
three years old.

Key words: professionals’ voices, early mathematics, education, qualitative methods

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education