Teaching Early Mathematics in Tanzanian Preschools: Exploring Instructional Practices for Young learners

Authors

  • ABLA SHAFFY MRISHO ABDUL RAHMAN AL SUMAIT UNIVERSITY Author
  • DR. HASNIZA IBRAHIM Kulliyah of Education, International Islamic University Malaysia, Kuala Lumpur, Malaysia Author

Keywords:

Early mathematics skills, preschool education, instructional strategies

Abstract

This study explored the strategies implemented by preschool teachers to enhance early mathematics learning in Morogoro Municipality, Tanzania. Using a qualitative descriptive design, data were collected through semi-structured interviews with 10 preschool teachers across purposively selected schools. Thematic analysis identified six interrelated instructional strategies: play-based learning, the use of concrete and locally available materials, the integration of mathematics into everyday routines and cross-curricular activities, differentiated support for learners with varying mathematical needs, culturally and faith-grounded approaches to mathematics learning, and informal, continuous observation-based assessment. Taken together, the findings highlight the need for continuous teacher professional development in play-based, hands-on, differentiated, culturally relevant, and observation-based approaches, together with improved access to appropriate learning materials and stronger institutional support for integrating mathematics into everyday preschool activities.

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Author Biographies

  • ABLA SHAFFY MRISHO, ABDUL RAHMAN AL SUMAIT UNIVERSITY

    Assistant Lecturer, Researcher, Competent Teacher, Trainer, ECD Specialist, Inclusive Education expert, program officer and early childhood education coordinator for six years. Effective education expert in terms of conducting education research and ensuring effective pedagogies to teachers. Hard worker, good listener and keen to learn new things every day and inspire others to learn.

  • DR. HASNIZA IBRAHIM, Kulliyah of Education, International Islamic University Malaysia, Kuala Lumpur, Malaysia

    Dr. Hasniza Ibrahim is an assistant professor in the Department of Curriculum and Instruction, Kulliyyah of Education, International Islamic University Malaysia (IIUM). Her specialization is in the teaching of mathematics pedagogy and assessment, with a strong focus on equipping future educators with effective instructional strategies. Her research and publications are primarily in the field of assessment and mathematics education, covering areas such as instrument development, learning environment, teaching and learning practices, critical and creative thinking.

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Published

2026-09-22

Issue

Vol. 3 No. 1 (2026): NAMA International Journal of Education and Development (NIJED)

Section

Articles