Strategic Framework for Enhancing Mathematical Understanding in Young Learners
Article Sidebar
Main Article Content
E. Odiri Onoshakpokaiye
Voke Eyetan
Abstract
Background: It is crucial for the development of fundamental mathematical ideas in early infancy. Empirical studies emphasize how play-based learning, cognitive preparedness, and contextual influences kids' mathematical reasoning. This roadmap provides educators and policymakers with guidance on how to promote successful math comprehension by synthesizing insights from previous studies. The early years are a critical time for developing fundamental mathematical knowledge.
Objective: The study examines the Strategic Framework for Improving Young Learners' Mathematical Understanding.
Methods: The study utilized a qualitative method where some related literature on the subjects were reviewed and analyzed to gain an insight into the topic.
Results: The study finds that critical cognitive abilities including pattern identification, classification, and numerical comparison are necessary building blocks for procedural fluency and problem-solving. One of the main conclusions highlights how play-based learning promotes curiosity and more in-depth conceptual immersion. Moreover, the incorporation of reflective practices, explicit discourse, and interactive technologies improves children's capacity to express and develop mathematical concepts.
Conclusion: Math learning outside of the classroom has been demonstrated to be enhanced by inclusive and culturally sensitive surroundings, as well as by parental and community involvement. Collectively, these observations highlight how crucial comprehensive, research-based methods of teaching mathematics at a young age are.
Downloads
Article Details
Copyright (c) 2026 E. Odiri Onoshakpokaiye, Voke Eyetan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Al-hassan, O. M., & Al-barakat, A. A. (2025). Enhancing Early Childhood Mathematics Skills Learning through Digital Game-Based Learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186–205. https://doi.org/10.26803/ijlter.24.2.10
Björklund, C., Heuvel, M. Van Den, & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, Kilpatrick 2014. https://doi.org/10.1007/s11858-020-01177-3
Botha, M., Maree, J. G., & de Witt, M. W. (2005). Developing and piloting the planning for facilitating mathematical processes and strategies for preschool learners. Early Child Development and Care, 175(7–8), 697–717. https://doi.org/10.1080/0300443042000302582
Bucciero, A., Demetrescu, E., Fanini, B., Chirivì, A., & Taurino, F. (2023). An approach to extend the metadata schema of Zenodo for Cultural Heritage datasets. Research Ideas and Outcomes. https://doi.org/10.3897/rio.9.e93859
Casanova, A., Rodríguez, C., Ferreira, R. A., & Miranda, I. (2025). Exploring the association between inhibitory control and mathematical performance in early childhood: A systematic review. Applied Neuropsychology: Child, 1–23. https://doi.org/10.1080/21622965.2025.2552198
Clements, D. H., Lizcano, R., & Sarama, J. (2023). education sciences Research and Pedagogies for Early Math. MDPI. https://doi.org/10.3390/ educsci13080839
Decarli, G., Zingaro, D., & Surian, L. (2023). Number sense at 12 months predicts 4-year-olds ’ maths skills. Wiley, February 2022, 1–10. https://doi.org/10.1111/desc.13386
Gonulates, F., & Gilbert, J. (2023). Facilitating effective mathematical teaching practices in preschool. Journal of Global Education and Research, 7(3), 265–279. https://doi.org/10.5038/2577-509X.7.3.1272
Jenny, M., & Duppins, O. (2023). Effect of D . E . S . I . R . E . ( Drill Exercises Towards Students ’ Increased Responsive Engagement ) on the Improvement of Higher Math Skills. 11(5), 279–286. https://doi.org/10.12691/education-11-5-5
Louw, J., & Claassens, H. (2025). Enhancing Mathematical Skills of Learners in the Early Childhood Phase Through Play-Based Learning : A Review of Literature. Journal of Education and Learning, 14(2), 172–179. https://doi.org/10.5539/jel.v14n2p172
Meesak, A.-M., Rozgonjuk, D., Õun, T., & Kikas, E. (2025). Unlocking early academic skills : children ’ s cognitive processes , learning skills , and parental beliefs and behaviors predicting children ’ s language and math skills. Frontiers in Psychology, August, 1–13. https://doi.org/10.3389/fpsyg.2025.1610243
Meylani, R. (2024). Mathematical Thinking and Learning in Early Childhood : A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature. Journal of Qualitative Research in Education Eğitimde Nitel Araştırmalar Dergisi, 82–127. https://doi.org/10.14689/enad.40.1966
Mulligan, J., Oslington, G., & English, L. (2020). Supporting early mathematical development through a ‘pattern and structure’ intervention program. ZDM, 52(4), 663–676. https://doi.org/10.1007/s11858-020-01147-9
Nurtamam, M. E., & Jannah, A. N. (2025). A Systematic Qualitative Review of Teachers ’ Strategies in Enhancing Mathematical Reasoning in Elementary Schools. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(2), 553–562. https://doi.org/10.31004/obsesi.v9i2.6189
Omer, S. M., Evers, K., Wang, C., & Chen, S. (2025). Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS, 1–13. https://doi.org/10.1057/s41599-025-05475-7
Onoshakpokaiye, E. O. (2020). Methods To Build , Develop Mathematical Concepts And Skills In The Early Childhood Mathematics In Nigeria. Journal Plus Education, XXVII(2), 211–225. https://doi.org/10.24250/JPE/2/2020/OO
Onoshakpokaiye, O. E. (2023). An Overview Of Reasoning Ability In Mathematics And Mathematics Achievement Of Students In Tertiary Institution. International Journal of Indonesian Education and Teaching, 7(2), 309–318. https://doi.org/10.24071/ijiet.v7i2.5988
Parker, R., Thomsen, B. S., Berry, A., Craig, C. J., & Backman, J. S. (2022). Learning Through Play at School – A Framework for Policy and Practice. Frontiers in Education, 7(February), 1–12. https://doi.org/10.3389/feduc.2022.751801
Peter, J., Bosire, O., Palermo, F., & Napoli, A. R. (2025). Early home literacy and math environment : cross-domain associations between parental literacy and math beliefs. Frontiers in Psychology, 28(August). https://doi.org/10.3389/fpsyg.2025.1649713
Siregar, T. (2025). Strategy to Enhance Early Mathematics Learning in Early Childhood Education ( PAUD ). SSRN. https://doi.org/10.2139/ssrn.5752743
Svane, R. P., Willemsen, M. M., Bleses, D., Krøjgaard, P., Verner, M., & Nielsen, H. S. (2023). A systematic literature review of math interventions across educational settings from early childhood education to high. Frontiers in Education, December. https://doi.org/10.3389/feduc.2023.1229849
Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing Students ’ Mathematical Problem-solving Skills : A Review of Literature. EURASIA Journal of Mathematics, Science and Technology Education, 17(3). https://doi.org/10.29333/ejmste/9728
Vale, I. (2023). Active learning strategies for an effective mathematics teaching and learning. European Journal of Science and Mathematics Education, 11(3), 573–588. https://doi.org/10.30935/scimath/13135
Whitehead, H. L., & Hawes, Z. (2023). Cognitive Foundations of Early Mathematics : Investigating the Unique Contributions of Numerical , Executive Function , and Spatial Skills. Journal of Intelligence. https://doi.org/10.3390/jintelligence11120221
Yee, L. J., Mashitah, N., Radzi, M., & Mamat, N. (2022). Learning through Play in Early Childhood : A Systematic Review. NTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT, 11(4), 917–961. https://doi.org/10.6007/IJARPED/v11-i4/16076