Edma 0-6: CHILDHOOD MATHEMATICS EDUCATION (ISSN: 2254-8351). Journal managed by the Research Group “Mathematical Education” of the University of Valladolid. Edma 0-6 journal understands Mathematics Education as a shared challenge. For this reason, the journal shows, on the one hand, a multidisciplinary spirit, encouraging research conducted by researchers from different areas or integrating knowledge from different disciplines. On the other hand, a vision of community, understanding as necessary protagonists in the improvement of Mathematics Education to multiple agents, starting with the students of the Pre-Primary and Primary stages together with their teachers and also paying attention to the role of families, teacher educators and policy makers and stakeholders.
Current Issue
This is a very special issue in the history of EdMa06 journal. On this occasion, not only do we continue with the previous issue's commitment to incorporating monographic sections, but we also seek to highlight a position statement by the Early Childhood Mathematics Education Research Group (IEMI) of the Spanish Society for Research in Mathematics Education (SEIEM). This statement, supported by an agenda consisting of 10 principles, of which the first 5 are published in this issue, with the remaining ones to be published in the December issue, seeks to raise awareness of Early Childhood Mathematics Education and highlight its important role in the development of later mathematical thinking. The aforementioned statement has its origins in the work carried out at the 5th Seminar on Research in Early Childhood Mathematics Education held in Madrid in March 2023, where each of the 10 principles was presented and discussed, and a brief document was drafted setting out the fundamental bases of each of them. Now, each principle has been developed and updated in paper format with the healthy intention of stimulating debate about the past, present, and, above all, the future of Early Childhood Mathematics Education. We trust that reading each of the contributions that make up the final version of the statement, distributed between this issue and the December issue, will achieve its purpose, the achievement of which is a task shared by all. The monographic section is complemented by regular articles in the Articles section, as well as a new and entertaining contribution to the Animated Mathematics section.