How do preschool teachers characterize their own mathematics teaching in terms of design and content?

Preschool mathematics may look very different in different contexts. These differences concern both what mathematics children are offered to learn and how the learning of that mathematics is orchestrated. In this paper we present an ongoing study on how Swedish preschool teachers characterize their own mathematics teaching in terms of design and content. The target preschool teachers are those working with the youngest children aged one to three. We present two examples of how these preschool teachers describe and characterize their mathematics teaching in terms of design and content and we discuss possible contributions to research and practice.