The essay is a study concerning mathematics teaching in preschool; which type of mathematics preschool teachers visualise in practice in preschool teaching, and preschool teachers’ view on the subject of teaching math. The study marks the importance of the existence of mathematics teaching in preschool, as well as its positive effect on childrens’ future attitude towards mathematics. Therefore this subject can be considered as highly relevant to further contribute with information to both people who work in preschool and those who don't.  To collect data for the study, telephone interviews were conducted with preschool teachers, and digital questionnaires were sent out to the same target group. The data is analyzed with the conventional content analysis as a tool and an examination of the results is also made in relation to the developmental pedagogical perspective.  The results that have emerged show that in spontaneous teaching, mathematics is integrated by taking advantage of the surrounding environment. Furthermore, in the planned teaching situations it was made clear that the mathematics teaching occured by using prepared mathematical materials, forming thematic projects or during a predetermined teaching time. Similarities can be seen in the type of mathematics that was emphasized; the preschool teachers mentioned numbers, symbols, shapes, quantities and placement words as central. All preschool teachers express a favorable view of mathematics, regardless of previous experiences. In addition, they also believe that their attitude affects the children's view on the subject and what enjoyment the children see in it. This goes hand in hand with all of the participants’ valuing of forming a positive foundation in mathematics for the children to further work on during the school years.

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