Mathematical Development in Early Childhood: Challenges in Urban-Marginal Contexts of Guayaquil

Abstract

This study analyzes the conditions and challenges faced by young children in the development of logical-mathematical thinking in marginal urban contexts in Guayaquil, Ecuador. Using a qualitative approach and a multiple case study design, data were collected through interviews, non-participant observation, and document review in three educational centers: a Centro Infantil del Buen Vivir (CIBV), a public preschool, and a community early care center. The results show that mathematical stimulation in the classroom is limited and based mainly on memorization activities, without structured teaching planning. Family participation varies according to the center, and although valuable efforts by caregivers are identified, these are hampered by a lack of resources, time, and training. The availability of teaching materials is low, and specific teacher training in early mathematical development is insufficient. Despite these limitations, a strong emotional bond between educators and children is observed, which constitutes a favorable basis for learning. It is concluded that early childhood mathematical development in vulnerable contexts requires intersectoral attention that articulates educational, social, and community efforts. The study highlights the need to strengthen teacher training, provide accessible materials, and promote family involvement as fundamental pillars for improving mathematical learning opportunities from the earliest years of life.