Mathematics and higher-order thinking in early childhood education and care (ECEC)

The aim of the study is to develop more knowledge about the relationship between mathematics and advanced thinking skills among kindergarten children. The researchers have investigated the views of kindergarten teachers on their own mathematics teaching and how this relates to higher-order thinking among the children. The research question is: What are kindergarten teachers’ perspectives on mathematics and the connection between mathematics and higher-order thinking skills in kindergarten?

The results show that kindergarten employees who consider mathematics important in kindergarten associate mathematics with problem-solving, which is a key part of higher-order thinking. The kindergarten teachers found many opportunities to work with mathematics in daily activities. The study provides insight into how mathematics can help kindergarten teachers promote higher-order thinking in children.

The data consist of semi-structured interviews with ten kindergarten employees (eight pedagogical leaders and two employees working with children with special needs) from three different kindergartens. The interviews focused on employees’ views of critical thinking as one of the skills in higher-order thinking, as well as their views on mathematics. A thematic analysis was then carried out to map the opinions and practices of employees regarding mathematics and higher-order thinking.

Pollarolo, E., Skarstein, T. H., Størksen, I., & Kucirkova, N. (2023). Mathematics and higher-order thinking in early childhood education and care (ECEC). Nordisk barnehageforskning, 20(2), 70–88.