IntroductionThis study examined the effectiveness of a structured board-game intervention on early mathematical reasoning skills in preschool children.MethodsThis pilot and exploratory study used a quasi-experimental pretest-posttest control group design, 24 children aged 60–71 months were assigned to experimental (n = 12) and control (n = 12) groups. The intervention, implemented over 6 weeks, included five board games targeting cognitive and reasoning processes. Data were collected using the E