This report is a qualitative study on children aged three to five years who are in the Swedish preschool. The purpose of the study is to investigate how five experienced preschool teachers view the way children between three and five years acquire basic mathematical concepts, basic numeracy and geometry. The aim is also to find out whether teachers feel that the size of the group of children affects their learning.

The study contains information about what preschool teachers think about the way children learn mathematics and how the size of the group of children affects this learning. From the results it can be seen that children learn Mathematics, both in everyday situations and when playing. Moreover, the group size does not seem to affect the mathematical learning of the child. It is rather a matter of competence of the preschool teachers and the way they clarify Mathematics to the child in everyday life. Adequate laboratory material as well as meaningful and fun activities based on the child's point of view will lead to the child gaining a deeper comprehension of Mathematics. Organization and structure of the preschool also play a role according to the teachers.