Abstract
Objectives This study tried to explore how pre-service early childhood teachers perceptions of mathematics teaching practice appear and change, based on the demands and related studies for early childhood mathematics education according to the change to the fourth industrial revolution.
 Methods For this study, 19 pre-service early childhood teachers in the third grade of early childhood education at K University in Gyeongsangnam-do, who are taking early childhood mathematics education courses, conducted mock class for six weeks.
 Results The perception of pre-service early childhood teachers through mock classes has changed from the perspective of teaching math through explanation and practice to the perspective of approaching it more fun as a play, and gradually to integrate it with everyday experiences to become meaningful mathematical knowledge for children.
 Conclusions Focusing on these research results, this study discussed the direction of early childhood mathematics education, which is meaningful in that it prepared basic data for direction setting and program development for teacher education.
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