This article investigates alternative ways doing of mathematics in an Early Childhood Education Teacher Programme using aesthetic forms of expression, the body and reflections on ethics, gender and responsibilities in the transition from student teacher at university to a qualified preschool teacher of children aged 4-5 years. The purpose of the article is to explore an interdisciplinary mathematics workshop in which student teachers investigate mathematics with body- and hands-on crafting to better understand how young children experience learning situations. The research design draws on feminist activist social science research, including in-making and crafty research methods. Theoretically and methodologically, inspiration is drawn from relational materialism and Donna Haraway's scientific engagement with 'speculative fabulations' and Anna L. Tsing's development of 'arts of noticing'. The study shows that learning mathematics through the body, concrete materials, scientific concepts and fiction can be helpful in the transition from student teacher to preschool teacher.