Early Childhood Education Curriculum in Mathematics

comparative study between Brazil, Italy, and Norway

Authors

DOI:

https://doi.org/10.5335/rep.v33.17428

Keywords:

Curriculum, mathematics in childhood, comparative pedagogical approaches.

Abstract

The article presents a comparative analysis of Early Childhood Education curricula in Brazil, Italy, and Norway, focusing on approaches to mathematics education. The research is based on the understanding of childhood as a legitimate stage for constructing knowledge and meaningful experiences, highlighting the curriculum as an ethical, political, and cultural practice. Based on official documents and specialized literature, aspects such as curricular organization, methodologies, assessment, conceptions of childhood, and family participation are examined. In Brazil, tensions are observed between normative guidelines and traditional practices; in Italy, the Reggio Emilia approach stands out, valuing multiple languages and pedagogical documentation; and in Norway, free play in contact with nature and early numeracy prevail. The analysis reveals multiple possibilities for teaching mathematics in Early Childhood Education and emphasizes the importance of practices that respect cultural diversity, children's agency, and the development of living, democratic, and sensitive curricula.

Downloads

Download data is not yet available.

Author Biographies

  • Anderson Ramirez, State University of Mato Grosso do Sul

    Master in Scientific and Mathematical Education from the State University of Mato Grosso do Sul (UEMS). Holds a Bachelor's degree in Pedagogy from the University Center of Grande Dourados (UNIGRAN), as well as degrees in Mathematics and Languages with a specialization in Portuguese/Spanish from the University Center UNIFAVENI. Has completed postgraduate studies in Special Education, Inclusive Education, and Brazilian Sign Language (Libras) at Faculdade Estratego; in School Management and New Educational Technologies at Faculdade Venda Nova do Imigrante (FAVENI); and in Environmental Education at Faculdade Intervale.

    Currently serves as Teaching Coordinator at the Distance Higher Education School Professora Regiane Rocha do Nascimento (Unigrannet), located in the municipality of Aral Moreira, and works as a Mathematics teacher in the state education system of Mato Grosso do Sul. He is a member of TeiaMat – Research Network in Mathematics Education, affiliated with the Federal University of Grande Dourados (UFGD), conducting research in the field of Mathematics Education.

  • Edvonete Souza de Alencar, University of Brasília - Faculty of Education

    Postdoctoral degree in Education from the University of Seville (2024). PhD in Mathematics Education from PUC-SP (2016). Master’s degree in Mathematics Education from Universidade Bandeirante de São Paulo (2012). Holds a Bachelor’s degree in Pedagogy from Universidade Braz Cubas (2005) and in Mathematics from Universidade Metropolitana de Santos (2013).

    Currently serves as a Level IV Adjunct Professor in Higher Education at the University of Brasília – Faculty of Education (2024), and is part of the Professional Master’s Program in Education at UnB. Previously worked at the Federal University of Grande Dourados (UFGD) in the Faculty of Education (FAED) from 2015 to 2024. Participated in the Master’s Program in Scientific and Mathematical Education at UEMS (2018–2024) and in the Academic Master’s Program in Science and Mathematics Teaching at UFGD (2021–2024).

    Served as editor of Tangram – Journal of Mathematics Education (2018–2023) and is currently editor-in-chief of Educação Matemática em Revista – EMR, published by SBEM (2022–2025). Has 12 years of experience teaching in elementary education for the State Government of São Paulo, and 9 years as a preschool teacher for the Municipality of São Paulo. Taught preparatory courses at Clarentiano and postgraduate courses at Grupo Censupeg.

    Holds specializations in Educational Law, Early Childhood Education, and Teacher Training for Higher Education. Serves as Vice-Leader of TeiaMat – Research Network in Mathematics Education at UFGD and is a member of DZETA – Research Group in Mathematics Education at UnB. Active researcher in GT01 – Mathematics Education in Early Childhood and Primary Education, part of the Brazilian Society of Mathematics Education (SBEM). Member of the National Board of SBEM.

    Member of the International Observatory on Inclusion, Interculturality, and Pedagogical Innovation, and of the Ibero-American Network MTSK, where she serves as Brazil Director. Member of the International Association for Research in Undergraduate Pedagogy. Former Head of Research for Brazil in the Ibero-American Network of Inclusive Positive Education (2020–2021). Received a junior research scholarship from UFGD in the second semester of 2017.

    Her main research interests include: mathematics education in early childhood and primary education, statistical education, geometry, inclusive education, multiplicative conceptual field, teacher training, science teaching, scientific outreach, mathematical modeling, and education.

  • Milena Efigênio Cabreira, State University of Mato Grosso do Sul

    Graduate in Pedagogy from the Federal University of Grande Dourados (UFGD). Contributor to the book Children's Literature for Teaching Mathematics as a Resource for Teacher Education, under the guidance of Professor Dr. Edvonete Souza de Alencar. Co-author of the article Overview of Research on Children's Literature and Mathematics together with Professor Dr. Edvonete Souza de Alencar and Professor Dr. Thaise da Silva. Teacher in Basic Education. Has experience in the field of education. Master's student in Scientific and Mathematical Education at UEMS. Contributor to the research project Toy Books for the Development of Mathematical Knowledge in Babies and Very Young Children at UnB.

Downloads

Published

2026-02-12

Issue

Vol. 33 (2026): PUBLICAÇÃO CONTÍNUA

Section

Dossiê - Currículo e Políticas Educacionais: campo de disputas e tensionamentos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Early Childhood Education Curriculum in Mathematics: comparative study between Brazil, Italy, and Norway. Revista Espaço Pedagógico, [S. l.], v. 33, p. e17428, 2026. DOI: 10.5335/rep.v33.17428. Disponível em: https://ojs.upf.br/index.php/rep/article/view/17428. Acesso em: 1 mar. 2026.