Social Science and Human Research Bulletin

In early childhood settings, mathematics learning areas were traditionally centered on the manipulation of concrete materials such as number rods, sorting boxes, and shape boards, with an emphasis on repetitive practice and the development of basic skills. This approach reflected a more structured and technique-oriented pedagogy. In recent years, however, early mathematics education has shifted from skill training toward contextualized and life-based learning, highlighting children’s natural use of mathematical concepts in authentic or simulated everyday situations. This article aims to examine the mathematics learning area in Taiwanese preschools, with a particular focus on its educational philosophy and instructional goals. It seeks to illustrate how thoughtfully constructed learning environments can support young children’s understanding and application of mathematical concepts, as well as the development of problem-solving and logical thinking skills.

mathematics learning area, problem-solving skills, young children.

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