Assessing the mathematical thinking of young children in New Zealand: The initial school years
An overview of assessment policy and practice in mathematics in the first 10 years of schooling in New Zealand, with selected findings from the Numeracy Development Projects
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Developing number sense in pre-k with five-frames
An overview of ways in which the use of five-frames, rows of five squares that allow users to place physical objects each within a single box to create a visual representation for numbers zero to five, can support children's development of three basic counting principles in early care and education settings
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The early childhood mathematics education revolution
Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies that governed mathematics and early childhood education theory in the last century--has been overthrown. Today, developmental psychologists have begun to map out the specific pathways of mathematical knowledge development from birth to age 8. We now know that prior to elementary school, young children engage in surprisingly complex intuitive mathematical thinking in the areas of number, geometry, measurement, algebraic thinking, and data analysis (for reviews, see T. C. Cross, T. A. Woods, & H. Schweingruber, 2009; J. Sarama & D. H. Clements, 2009). With increased recognition of the importance of early mathematics for later academic success, early childhood mathematics education is now a national priority. Practice or Policy: This article discusses the history, research, and political impetus for the shift in paradigm; the current status of the early childhood mathematics education movement; and the implications for young children and teachers in the United States. (author abstract)
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Effective and ethical and interviewing of young children in pedagogical context
An account of the use of experience-based flexible focused interviewing as a data collection method in a study of the numeracy skills of 14 4- and 5-year-old children from suburban Dublin, Ireland
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Emergent mathematical thinking in the context of play
A discussion of select research findings on the roles of mathematics in the play activities of young children
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The final report of the National Mathematics Advisory Panel
An examination of children's math development and learning and the instructional practices and materials, curricula, teacher recruitment, training, and retention practices, and assessment practices to effectively foster children's math education
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Inference and exact numerical representation in early language development
An argument that the understanding of the distinction between 'a' and 'one' yields insight into children’s assignment of exact interpretations to numerals, based on a selective review of the literature and a re-examination of data from various sources
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Mathematical and scientific development in early childhood: A workshop summary
A summary of presentations and discussions from a one-day workshop on the development of research-based mathematics and science curricula for early childhood education programs
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Mathematics and science in preschool: Policy and practice
A discussion of preschool children's mathematics and science understanding and what is known about preschool mathematics and science educational practices
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Mathematics education for young children: What it is and how to promote it
An examination of children’s abilities, early education curricula, and teacher readiness in the subject of early mathematics, and a presentation of policy recommendations for teacher training, curricula, and research related to the subject
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Mathematics in early childhood education: Revolution or evolution?
A summary of the history of debate, since 1960, over the appropriateness of formal mathematical curriculum use in the early years, and a discussion of the possibility of future reform in the area of early educator teacher training in the instruction of mathematics
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Mathematics learning in early childhood: Paths toward excellence and equity
A comprehensive review of research on young children's mathematics development, learning, and education
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Mathematics standards for pre-kindergarten through grade 2
A fact sheet on mathematics standards for pre-kindergarten through grade 2
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Math matters: Children's mathematical journeys start early: Report of a conference held November 7 and 8, 2011, Berkeley, California
An overview of a conference on children's early math development, and the teaching and the curriculum practices, professional development approaches, and policies to support early math development
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Para nuestros ninos: The school readiness and academic achievement in reading and mathematics of young Hispanic children in the United States
A summary of data on the school readiness of Hispanic children in reading and math and their subsequent academic achievements in fifth grade, broken down by national/regional origin, socioeconomic status, generational status, and levels of English proficiency, based on analyses of the nationally representative Early Childhood Longitudinal Study, Kindergarten Cohort
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The TangibleK robotics program: Applied computational thinking for young children
A description of the TangibleK robotics program for young children, a program that uses robotics as a tool to engage children in the development of computational thinking and learning about the engineering design process
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Too much too soon?: Common Core math standards in the early years
An editorial on steps to be taken to address the concerns of the early care and education community prior to the implementation of The Common Core Math Standards, published in 2010 by the National Council for Teachers of Mathematics, that includes a call for revision of the standards, the development of early years curricula so that they are aligned with those standards, and the professional development of teachers so that standards can be met
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Vicissitudes of children's mathematical knowledge: Implications of developmental research for early childhood mathematics education
A discussion of select research on the limitations and growth of children's mathematical comprehension capabilities throughout the early years
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Young children's rights to numeracy
An examination of the relationship between math education and numeracy in British primary school and early years settings, with an emphasis on preschool numeracy teaching practices
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