An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play

Berg, Benita; Catucci, Ester; Leonardi, Laura; Franzén, Karin

doi:10.3390/educsci15081043

Open AccessArticle

An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play

¹

School of Education, Mälardalen University, 722 20 Västerås, Sweden

²

Department of Philosophy, Sociology, Pedagogy and Applied Psychology—FISPPA, University of Padua, 35122 Padua, Italy

³

Department of Educational Studies, Educational Work, Karlstad University, 651 88 Karlstad, Sweden

^*

Author to whom correspondence should be addressed.

Educ. Sci. 2025, 15(8), 1043; https://doi.org/10.3390/educsci15081043

Submission received: 4 April 2025 / Revised: 11 August 2025 / Accepted: 12 August 2025 / Published: 14 August 2025

(This article belongs to the Special Issue Early Mathematics Education with a Focus on the Teacher and the Teaching)

Download Versions Notes

Abstract

This study examines how preschool teachers reflect on their role in challenging children’s mathematical thinking in play. The study was conducted with participants in Italy and Sweden, and data were collected through focus group discussions. We use Pedagogical Content Knowledge (PCK) and the concept of didactic sensitivity to understand how preschool teachers describe their support of mathematical thinking in children’s play and how they interact in play to promote mathematics learning. The findings show that teachers from both focus groups notice, interpret, and improve mathematical content in children’s play. They outline their role in supporting mathematisation during play situations, for instance, by describing mathematical concepts and providing the children with resources. However, the findings show differences and tensions in how teachers perceive their role in children’s play, with Italian teachers highlighting the importance of children’s autonomy and Swedish teachers stressing the importance of being facilitators.

Keywords: preschool teachers; mathematical thinking; play; focus group

Share and Cite

MDPI and ACS Style

Berg, B.; Catucci, E.; Leonardi, L.; Franzén, K. An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play. Educ. Sci. 2025, 15, 1043. https://doi.org/10.3390/educsci15081043

AMA Style

Berg B, Catucci E, Leonardi L, Franzén K. An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play. Education Sciences. 2025; 15(8):1043. https://doi.org/10.3390/educsci15081043

Chicago/Turabian Style

Berg, Benita, Ester Catucci, Laura Leonardi, and Karin Franzén. 2025. "An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play" Education Sciences 15, no. 8: 1043. https://doi.org/10.3390/educsci15081043

APA Style

Berg, B., Catucci, E., Leonardi, L., & Franzén, K. (2025). An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play. Education Sciences, 15(8), 1043. https://doi.org/10.3390/educsci15081043

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Menu

An Exploratory Cross-Country Study on Italian and Swedish Preschool Teachers’ Role in Supporting Children’s Mathematising During Play

Abstract

Share and Cite

Article Metrics

Article Access Statistics

Further Information

Guidelines

MDPI Initiatives

Follow MDPI