Abstract

Elementary mathematics curricula and teaching styles have been found to vary across countries (e.g., Santagata, 2004). However, little is known about the mathematics instruction and teaching practices of preschool years. The present study examined math activities, teaching styles, and interruptions in preschool classrooms across three cultures: U.S. (N = 5), Taiwan (N = 5), and Peru (N = 4). Typical preschool lessons in these cultures were videotaped and coded for the theme of the lesson, math concepts presented, and interruptions made by teachers and students. While math concepts and activities were present in all classrooms, Taiwanese teachers incorporated more mathematical themes than U.S. and Peruvian teachers. Further, significantly more interruptions were observed in U.S. classrooms than in Taiwanese and Peruvian classrooms. The present results provide new insights into factors that may explain why East Asian children may enter their formal mathematics education in elementary school years with an advantage compared to their international peers. Furthermore, the present study may provide ideas for innovative ways to present early math concepts to young children.