This study examines the perspectives of 431 junior high school mathematics teachers on the correlation between early childhood abacus education and the enhancement of mathematical abilities. The key findings are as follows. (1) The regression model indicates a moderate explanatory power (54%) concerning teachers’ educational background and abacus learning experience in predicting their views on abacus education’s role in developing mathematical abilities. (2) Approximately 60% of the respondents suggested that abacus education should complement formal mathematics instruction. (3) About 70% of teachers advocate for innovative teaching methods. (4) Around 73% of participants believe that kindergartens should prioritize fostering children’s holistic development.

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