Maths Learning in ECE: What It Looks Like, Why It Matters, and How Kōwhiti Whakapae Can Help

If you have ever caught yourself thinking, “We are doing lots of play, but are we really doing maths?” you are not alone.

The good news is this: maths learning in early childhood education is already happening every day. It lives in children’s movement, language, routines, relationships, creativity, and exploration. The key shift for kaiako is learning to notice it, recognise it, and respond intentionally and using a shared framework such as Kōwhiti Whakapae to strengthen practice over time.

This blog explores:

• what maths learning actually looks like in an ECE centre

• why early experiences with maths are so important

• how Kōwhiti Whakapae supports intentional maths teaching

• a case study example from an ECE setting

• a fully funded Waikato professional learning opportunity for ECE teams

What does maths learning look like in an ECE centre?

Maths learning in early childhood is not about worksheets or formal lessons. It is about children experiencing and exploring their world through play, routines, and relationships.

In ECE settings, maths learning includes:

• space such as shape, location, movement, distance, and spatial awareness

• number and quantity including counting, sharing, comparing, and measuring

• patterns and relationships such as sequencing, predicting, and noticing regularity

• creating and communicating maths through drawing, building, modelling, and explaining ideas

Kōwhiti Whakapae positions maths as holistic, cultural, and relational. Children’s mathematical thinking is shaped by their identity, language, culture, and everyday experiences.

Everyday maths moments you will recognise

• Space and Measurement: Children crawl under tables, build enclosures, compare the size of rooms, fold materials, weave, wrap objects, or measure length using shells or blocks.

• Number and Measurement: Children count steps to kai, share food, compare who has more, use number songs, measure weight in the sandpit, or time turns using counting.

• Pattern and Relationships: Children create repeating patterns with natural materials, clap rhythms during transitions, recognise patterns in music or art, and notice changes in the environment.

• Create and Communicate Maths: Children draw maps, build models, explain how something works, use symbols, or communicate mathematical ideas through talk, drawing, and construction.

These moments are rich with learning and often go unnoticed unless kaiako are intentionally looking for them.

Why early maths experiences matter

1. Early maths predicts later learning success

   Research consistently shows that early maths skills are one of the strongest predictors of later academic achievement. Early confidence with number, pattern, and problem solving supports children’s learning across many areas, not just maths.

2. Early maths supports equity

   High quality early maths experiences can make a significant difference for children who may have had fewer opportunities to engage with rich mathematical learning at home. Early childhood settings play a vital role in providing equitable access to meaningful maths experiences.

3. Children learn maths best through play and meaning

   Research in early childhood education emphasises that young children learn mathematics best when it is playful, connected to real life, culturally meaningful, and embedded in everyday experiences. This aligns strongly with the principles of Te Whāriki.

4. Maths is a language for meaning making

   In Aotearoa New Zealand, maths is recognised as one of the languages children use to express ideas, make sense of the world, and communicate meaning. Maths learning is closely connected to oral language, storytelling, symbols, and cultural practices.

How Kōwhiti Whakapae strengthens maths teaching practice

Kōwhiti Whakapae supports kaiako through a clear and practical teaching cycle:

1. Lay the groundwork by creating enabling environments rich in mathematical possibilities

2. Notice and recognise children’s current capabilities and possible learning directions

3. Respond intentionally to scaffold, consolidate, or extend learning over time

4. Document learning and revisit practice through ongoing reflection

Importantly, progress in Kōwhiti Whakapae is not linear or age based. Learning is seen as cumulative, overlapping, and responsive to each child’s unique pathway. This protects what matters most in early childhood education while strengthening intentional teaching practice.

Maths does not need to be added in. It needs to be made visible.

When kaiako:

• create environments rich in open ended materials

• listen closely to children’s language and actions

• respond with intentional teaching strategies

• document learning in ways that engage whānau

children develop confidence, curiosity, and positive dispositions toward maths. These early experiences shape how children see themselves as capable learners.

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Fully funded Waikato workshop: Maths in Early Learning

If your team would like to deepen their understanding of maths learning through a Kōwhiti Whakapae lens, we invite you to join our Maths in Early Learning workshop.

Maths in Early Learning Workshop

Date: 12 February 2026Time: 9:00am to 3:00pm

Location: Onyx, CambridgeCost: Fully funded for Waikato ECE centres

This full day workshop explores:

• how maths is embedded in everyday play and routines

• the four maths sub areas in Kōwhiti Whakapae

• practical strategies for noticing, recognising, and responding

• ways to make maths learning visible to whānau

The workshop includes a workbook, lunch, and refreshments at no cost to Waikato kaiako.

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Frequently Asked Questions: Maths Learning in ECE

What does maths learning look like in an early childhood centre?

Maths learning in ECE looks like children counting, comparing, measuring, building, noticing patterns, using spatial language, and solving problems through play and everyday routines. It is woven through movement, talk, creativity, and relationships rather than taught as a separate subject.

Why is early maths learning important?

Early maths learning supports children to develop problem solving, reasoning, and confidence with numbers and patterns. Research shows that early experiences with maths strongly influence later learning and attitudes toward mathematics. Positive early experiences help children see themselves as capable learners.

How does Kōwhiti Whakapae support maths learning?

Kōwhiti Whakapae provides kaiako with a clear framework to notice, recognise, and respond to children’s learning. It supports intentional teaching while valuing play based, culturally responsive practice. Maths learning is seen as holistic and connected to identity, language, and culture.

Is maths in ECE about preparing children for school?

Maths in ECE is not about formal schooling or worksheets. It is about building strong foundations through play, exploration, and meaningful experiences. When children feel confident and curious about maths, they are better prepared for future learning in ways that honour Te Whāriki.

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References and sources

Duncan, G. J., et al. (2007). School readiness and later achievement. Developmental Psychology.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity.

NAEYC and NCTM. (2010). Early childhood mathematics: Promoting good beginnings.

Ministry of Education. Te Whāriki Early Childhood Curriculum.

Ministry of Education. Kōwhiti Whakapae: Mathematics learning area.

Hellowell, R. (2026) Maths in Early Learning Workbook. Coactive Education for SELO Waikato