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This article discusses the growing attention and research activity surrounding early grade mathematics (EGM) in South Africa and Malawi. The introduction of curriculum reforms and policy-linked interventions, such as the Teaching Mathematics for Understanding model and the Primary Teacher Education initiative, have led to increased research in this field. The article highlights the importance of foundational understandings of mathematics in addressing low performance in the subject. It also examines different approaches to EGM research, including large-scale interventions and projects that engage with the mathematics education literature base. The article concludes by emphasizing the need for ongoing attention to both larger-scale and smaller-scale intervention studies in order to improve mathematical outcomes. [Extracted from the article]