Examining mathematics anxiety in early childhood in the context of the sociomathematical niche

This study examined the causes of mathematical anxiety that develops during early childhood and the factors that contribute to or influence this anxiety within the theoretical framework of the sociomathematical niche, based on the mathematical experiences of preschool children. To enable an in-depth description of children's mathematical experiences in both home and school contexts, an ethnographic case study design—one of the qualitative research methods—was employed. Interviews, observations, researcher diaries, and ethnographic photographs were used as data collection tools. The study group consisted of six preschool children (three girls and three boys) attending a kindergarten class at a primary school located in the Tarsus district of Mersin during the 2024–2025 academic year, as well as their parents, siblings, and teacher. The data obtained were analyzed using both content analysis and descriptive analysis methods. Findings revealed that children generally first encountered mathematics within the scope of formal education and were not sufficiently exposed to mathematical interaction in their home and surrounding environments. Their social interactions were largely limited to the nuclear family, restricting opportunities for mathematical learning. It was observed that everyday mathematical experiences such as counting and comparing occurred naturally but were unstructured and often unrecognized by parents. Parents' awareness of mathematics was found to be low, and their beliefs were shown to indirectly influence their children's learning processes. Although some structured mathematical activities were implemented under the guidance of the teacher in the school setting, these activities were not effectively extended to the child's broader social environment. The study concluded that there is a need for environmental and social arrangements to support children's opportunities for engaging in mathematical experiences in their natural daily lives.