Early mathematical skills play an important role in the academic performance of children and adolescents as they determine differences in the pace and level of learning. This research aimed to characterize the teaching practices of early childhood educators during moments of mathematical instruction. Through a mixed-methodological approach, the tasks, strategies, and interactions deployed by the educators were studied, along with the factors related to the adoption of specific practices. Ultimately, the impact of these practices on the learning of boys and girls was determined. Additionally, examples of good practices in early mathematics teaching were identified, providing guidance on how to promote learning processes in Chilean classrooms.
