General description on research questions, objectives and theoretical framework 

The support of developing mathematical skills should already begin in early childhood, because those skills promote other learning areas and lay foundation to future success in mathematics (Mulligan et al., 2020; Parviainen et al., 2024). Therefore, early mathematics education is crucial for a child's overall development (Parviainen et al., 2024). Furthermore, Scalise et al. (2020) states that mathematics is integrated into children’s daily lives. To ensure the positive development of early mathematical skills, interactive, play-based learning is a crucial pedagogical approach for supporting preschool children’s mathematics learning and creativity (Balladares et al., 2023; Vogt et al., 2018). Play-based learning also benefits all children equally, including high performers and those with learning difficulties (Björklund & Palmér, 2020; Scalise et al., 2025). Several other studies have demonstrated a positive impact on children’s academic outcomes through playful pedagogy (e.g, Magnusson & Pramling, 2018).                                                                                                   This study is based on Vygotsky’s (1978) sociocultural, socio‑constructivist theory and Freinet’s (1990) concept of “living mathematics” to explain how children learn mathematics through play-based learning. From this perspective, child development is shaped by maturation, social interactions, and cultural and environmental influences, with individual growth closely tied to participation in community activities. Freinet’s approach highlights the importance of integrating mathematics into children’s everyday experiences, allowing them to observe and learn mathematical ideas naturally. Consequently, teachers are expected to create inclusive, supportive learning environments and adapt their practices to children’s diverse needs, levels, and abilities (Balladares et al., 2023; Scalise et al., 2020).                                                                                   Numerous studies emphasise the impact of mastering content and of being creative in selecting play-based activities (Parviainen et al., 2024).  Therefore, preschool teachers should be confident in the core areas of early math, including, inter alia, number and operations, such as number sense (quantity, counting, one-to-one correspondence, matching one number to one object, and subitising) (Scalise et al., 2025). In addition, mastering measurement, algebra and patterns, etc. and selecting effective approaches and play activities, focusing on the content (Clement & Sarama, 2021; Shulman, 1986). Furthermore, to utilise interactive activities, appropriate materials, visual aids, manipulatives, scaffolding strategies, and mathematics language and space (Zhang et al., 2023; Parviainen et al., 2024), and involving hands-on learning and active engagement is crucial (Clement & Sarama, 2021; Zhang et al., 2023).

 The body of literature suggests that strong support for caregivers’ and teachers’ awareness of and use of mathematical language in interactions with babies, toddlers, and preschoolers plays a significant role in promoting math learning among young children (Björklund & Palmér, 2020). Hence, the research suggests that children should be engaged in learning mathematics in their home environments before entering formal schooling (Magnusson & Pramling, 2018; Clement & Sarama, 2021).  However, studies show that not every play aims to teach a child a specific topic directly; hence, careful consideration is needed when selecting the type of play.  Thus, the current study focuses on play-based learning in mathematics, specifically guided and scaffolded play, planned and selected by the teacher, that develops one of the child's learning skills. And this includes the teacher's supervision of children in a high-quality manner (Magnusson & Pramling, 2018; Scalise et al., 2020).

Hence, this research examined teachers’ constructions of meanings about play-based learning in mathematics, teachers’ implementations of mathematics through play-based learning, and the factors shaping mathematics through play in ECE in Zanzibar.

The research was interested in the following questions:

1. How do teachers construct the meaning of play-based learning in mathematics?
2. How do teachers implement mathematics through play-based learning?
3. What are the factors shaping mathematics through play-based learning in ECE in Zanzibar?

Methodology The current study used a qualitative method to gather interview data from participants. Hence, semi-structured interviews were conducted to gain a deeper understanding of the phenomenon. . Thirty-five participants were recruited, including 32 female and 3 male teachers. All teachers were government employees, and five pre-primary government schools were selected. The interviews were face-to-face, conducted in school settings during 2022-2023. Interviews were audio-recorded, ranging from 50 to 60 minutes in length. The recordings were transcribed from Swahili, the participants' native language, and translated into English (Patton, 2015). The ethical consideration The ethical considerations follow closely TENK guidance and take into consideration GDPR regulations. All mandatory consent and information forms are delivered and stored according to JYU's demands. Data analysis The current research analysis was conducted manually using problem-driven content analysis (Krippendorff, 2013). Additionally, the inductive reasoning approach was used to identify meanings and classify meanings to main meanings and finally to thematic categories from the data (Patton, 2015). Hence, the following procedure was followed 1. The 35 teachers' Swahili language interviews were audio-recorded. 2. Then the interviews were carefully transcribed from Swahili into English by the researcher. 3. Third, the official translator from the State University of Zanzibar, who is a native Swahili speaker and proficient in English, cross-checked the translation. 4. Each teacher was assigned a unique identification number, ID 1 to 35, to ensure anonymity. 5. The researcher conducted several thorough readings and re-read the transcribed texts from the early years' teachers multiple times. 6. The meanings were formed at first from verbatim texts. 7. Similar and related meanings were coded and organised to the main meanings by close reading the original text and based on discussion with all researchers. 8. The similar and related main meanings were combined and organised into thematic categories with a similar process. 9. The categories were carefully reviewed to determine whether they are related to the codes and primary data (Patton, 2015). When writing the results, detailed descriptions and supporting quotations are used to assess trustworthiness and credibility, utilising direct quotations from teachers’ verbatim texts focusing on mathematics.

4. Expected outcomes/results The results of this research will be an academic exercise and a tool for bringing about change through action in Zanzibar and beyond, in the education system, by addressing, inter alia, issues in early childhood education, particularly in teaching mathematics through play-based learning. It is an empirical study to assess teachers’ constructions of the meanings of play-based learning in mathematics and the implementation of Mathematics through play-based approaches in ECE in Zanzibar, to support national and international efforts to improve the quality of education. The research can transform the field of pre-primary education by providing insights into strengths, gaps, tensions, and opportunities. Similarly, the change will improve individual teachers' understanding of play-based learning, its practices, and its math skills. Further, it will reduce misconceptions in society about the use of plays, showing that plays are not just ways to waste children's time but rather an approach to teaching and learning. Furthermore, the government and teachers will gain a better understanding of the factors that can enhance the teaching of mathematics through play-based learning, as well as those that can impede it. The main goal is to develop children’s interest in learning mathematics through play-based learning at a very young age and to achieve successful learning. Finally, the research will contribute to the international body of literature in the field of ECE.

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