Teaching Approaches in Early Mathematics Education: A Prisma-Based Systematic Review

Abstract

Early mathematics education provides a critical foundation for children's later mathematical achievement; however, evidence regarding effective teaching approaches remains fragmented across pedagogical, professional, and curriculum contexts. This systematic literature review aimed to synthesise recent empirical evidence on teaching approaches in early mathematics education and identify emerging trends that inform effective instructional practices. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Literature was retrieved from the Scopus and ERIC databases using the keywords "early mathematics", "teaching approaches", and "preschool", with the search limited to peer-reviewed journal articles published between 2022 and 2026. From an initial 685 records, 18 empirical studies satisfied the predefined eligibility and quality appraisal criteria and were included in the final synthesis. Three overarching themes emerged from the synthesis: (1) Innovative Pedagogical Approaches for Early Mathematics Learning, (2) Teacher Professional Competence and Pedagogical Practices in Early Mathematics, and (3) Curriculum Development and Emerging Educational Contexts in Early Mathematics Education. The review demonstrates that effective early mathematics teaching is strengthened through child-centred pedagogies, sustained teacher professional competence, coherent curriculum implementation, and the purposeful integration of emerging educational technologies. The findings provide evidence-based guidance for educators, curriculum developers, and policymakers while informing future research on developmentally appropriate teaching approaches in early mathematics education.