Mathematics in Kindergarten

Abstract

This research examines further the importance of learning mathematics in Kindergarten (TK), identifying effective methods and basic mathematical concepts taught, the challenges faced, and the role of parents in children’s mathematics learning. The approach used in this research is a literature review, based on a review of previous research results that are relevant to the theory and practice of mathematics learning in kindergarten. The results of the study show that mathematics is one of the basic foundations in the formation of children’s cognitive abilities, especially those related to understanding patterns, shapes and sizes, the concept of numbers, and children’s logical thinking abilities. The basic mathematical concepts taught in kindergarten have been arranged and adapted to the child’s abilities and developmental stages according to their age, including material about numbers, geometry, patterns, measurement, and data analysis. Learning methods using varied visual aids, play-based approaches, and a variety of games that encourage children’s exploration and active interaction are effective alternative learning methods for children. Mathematics learning up to now has had big challenges due to limited learning time, teacher abilities, and children’s initial perceptions about mathematics which are still abstract. In practice, creating a supportive environment and involving children in daily activities that contain mathematical elements requires collaboration and active participation from parents. This confirms that the synergy of teachers and parents determines the success of mathematics learning in early childhood.