Abstract
Early number operation skills are fundamental to children’s mathematical development and later academic achievement. Although innovative pedagogical practices in early childhood education continue to expand, evidence regarding the role of project approaches in supporting early number operation skills remains distributed across different educational and intervention contexts. Existing studies frequently examine project-oriented learning, early numeracy interventions, developmental factors, and assessment practices separately, limiting a comprehensive understanding of their contribution to early mathematics learning. Therefore, this study systematically reviewed literature related to project approaches in developing early number operation skills. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Literature searches were conducted using the Scopus and ERIC databases through multiple search strings derived from keywords associated with project approaches, early numeracy, and number operation development. The review was limited to studies published between 2020 and 2026. Following identification, screening, eligibility, and quality appraisal procedures, 37 primary studies were retained for final synthesis. Findings derived from thematic synthesis revealed three major themes: (1) Project-Oriented Pedagogical Practices and Learning Contexts, (2) Early Numeracy Interventions and Instructional Approaches, and (3) Assessment, Developmental Factors and Mathematical Learning Outcomes. Overall, the findings suggest that project-oriented learning environments, supported by effective instructional and assessment practices, contribute positively to the development of early number operation skills in early childhood education.