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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Classification:Early Math/Numeracy [remove];
105 results found.|
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ABCs of early mathematics experiences A discussion of how concepts in mathematics can be introduced through life experiences in preschool classrooms and at home, such as in activities involving nature, money, playing, bathing, and cooking |
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Accelerating the early numeracy development of kindergartners with limited working memory skills through remedial education A comparison of the impact of a remedial numeracy education program on the early numeracy development of two groups of kindergarteners with either limited or typical working memory skills, based on data from 933 children in the Netherlands followed over a period of 1.5 years |
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Afterschool mathematics practices: A review of supporting literature Highlights from a review of research on mathematics instruction in after school programs |
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Aligning the construction zones of parents and teachers for mathematics reform A study of home-school alignment for mathematics reform in the primary grades |
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An analysis of instruments that measure the quality of mathematics teaching in early childhood A review of 9 instruments used to measure the quality of mathematics teaching, 1 in preschool settings and 8 in kindergarten and subsequent grades, and a discussion of their potential uses in early childhood settings |
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Applying principles of development to help at-risk preschoolers develop numeracy An examination of the impact of playing games designed to improve young children's grasp of the oddity and insertion principles using a sample of young, ethnically diverse, Head Start preschool children |
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Assessing the development of preschoolers' mathematical patterning A study of the effect of a preschool intervention focused on algebraic patterns on preschoolers' performance on a patterns test both immediately following the intervention and at the end of first grade, based on data collected from the preschoolers of a control classroom and an intervention classroom at two Australian preschools |
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Between the secret garden and the hothouse: Children's responses to number focused activities in the nursery An account of children's responses to a variety of early numeracy activities, based on observations of one nursery classroom over a period of two years and three young children over a period of 5 terms |
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Big math for little kids A description of Big Math for Little Kids, a research-based, comprehensive mathematics program for preschool and kindergarten children, designed to develop and expand on prior mathematics knowledge |
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Building Blocks for early childhood mathematics A description of Building Blocks, a research-based mathematics program emphasizing the development of a basic mathematics foundation organized into spatial and geometric concepts and numeric and quantitative concepts |
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Building blocks of early childhood mathematics A presentation of the Building Blocks project, which aims to develop a software-enhanced mathematics curriculum that enables young children to build solid content knowledge |
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Building kindergartners' number sense: A randomized controlled study A study of impact of a targeted small-group number sense intervention for high-risk kindergartners' understanding of numbers and operations, based on data from 132 kindergarten children from low income communities |
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Building number sense with Number Worlds: A mathematics program for young children A description of Number Worlds, a mathematics program for preschool children designed to help teach conceptual understanding of mathematics at developmentally appropriate levels |
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Calendar math in preschool and primary classrooms: Questioning the curriculum A discussion questioning the use of calendar math in early childhood classrooms, based on developmental theory and classroom practice |
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Cardinal number and its representation: skills, concepts and contexts A study of children’s abilities to use spoken and written cardinal numbers in activities requiring problem-solving, in a sample of 167 children, aged 36-62 months, from England, Sweden, and Japan |
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A case study analysis of an after-school mathematics program with a children's literature component A case study using qualitative methods to examine the implementation and design of an after school program that incorporated literature within a mathematics curriculum |
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Contemporary perspectives on mathematics in early childhood education A collection of essays on the numeracy of young children and the place of mathematics learning in early childhood education |
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Developing and piloting the planning for facilitating mathematical processes and strategies for preschool learners An investigation of the way South African teachers plan and present mathematical activities in grade R classrooms, a student's first year, by determining the extent to which teachers use mathematical knowledge, processes, techniques and strategies in the planning and presentation of mathematics to young learners |
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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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Development of children’s mathematical thinking in early school years An overview of New Zealand’s numeracy initiative for preschool age children |
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Early childhood mathematics education: The critical issue is change A commentary on changes in the demand for different types of early mathematics education placed upon providers of early education |
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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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Early childhood mathematics intervention An overview of several research-based interventions designed to facilitate mathematical learning of children 3- through 5-years-old |
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Early childhood mathematics: Promoting good beginnings A study on the value of mathematical education and recommendations for educators, instruction methods and curriculum by the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM) |
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Early childhood mathematics teaching: Challenges, difficulties and priorities of teachers of young children in primary schools in Ireland A study of teachers' self-reported attitudes towards and use of scientifically-based pedagogical practices for teaching math, based on a 2007 nationally-representative questionnaire-based survey of teachers of 4- and 5-year-olds in Ireland |
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