Following Chen’s framework of early childhood curriculum landscape (2022), we examined the foreground, background, and middle ground of early mathematics education to identify culturally situated pedagogies in Hong Kong. To situate Hong Kong in the global context, we first compared the curriculum frameworks in two Western countries and Hong Kong to provide the foreground of the global trends in early mathematics education. We found that aligned with the play-based, child-centered, and constructive approaches in the United States and Finland, the Kindergarten Education Curriculum Guide in Hong Kong emphasizes play, observation, and problem solving in everyday contexts, and stresses the importance of children’s interests in, awareness of, and positive attitude towards mathematics. Next, we reviewed the literature on the background of local cultural context. We found that early mathematics education in Hong Kong incorporates Chinese cultural values and places strong emphasis on academic success. With this emphasis, teacher-led activities, rather than free play and free choices, are common in Hong Kong kindergarten classrooms. Bridging the foreground of the global trends and the background of local culture, we discussed four high-quality teaching examples to illustrate how kindergarten teachers glocalize early mathematics education in the middle ground. In these high-quality examples, teachers use a combination of mathematics-focused activities to target specific concepts or skills, and integrative theme-based learning to highlight and apply mathematics in everyday life. Together, these four examples include research-validated approaches to early mathematics instruction, integrate multiple domains of child development, and are responsive to the local cultural context. Through these four culturally situated teaching examples, we hope to inspire stakeholders in Hong Kong and worldwide to leverage the strengths of their local cultural values to support young children’s mathematics learning. We offer two suggestions for educators, teacher educators, researchers, and policymakers to elevate early mathematics education—(1) glocalize pedagogical innovations for the local culture, and (2) provide professional development to strengthen teachers’ capacity in conducting culturally situated teaching. Together, we can build on the existing strengths to jointly promote children’s early mathematics learning rooted in their own culture, and equip children with the foundation to flourish in this global society.