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Nebraska State Accountability-Mathematics |
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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 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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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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Informal numeracy skills: The structure and relations among numbering, relations, and arithmetic operations in preschool An examination of both the structure and relationships among three numeracy skill domains--numbering, relations, and arithmetic operations, based on data from 393 children from 45 public and private early care and education centers serving children from families with low to middle socioeconomic statuses living in two counties in northern Florida |
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The making of little mathematicians: Fostering early math understanding in Paraguay A summary of a study of the impact of Tikichuela: Mathematics in My School, a Paraguayan preschool math intervention, on children's math skills, based on teacher and principal questionnaires and on pre- and post-program child assessments from 265 randomly-assigned schools |
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Leading the way to math and science success: Challenges and triumphs in Paraguay A comparison of math and science classroom practices in Dominican Republic, Mexico, and Paraguay, based on analysis of video recordings of classrooms, and a study of the impact of Tikichuela: Mathematics in My School, a Paraguayan preschool math intervention, on children's math skills, based on teacher and principal questionnaires and on pre- and post-program child assessments from 265 randomly-assigned schools |
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Tomorrow's science, technology, engineering and math workforce starts with early education A discussion of the role of early learning in supporting positive science, technology, engineering, and math outcomes for children |
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An exploratory look at the relationships among math skills, motivational factors and activity choice This study of a preschool classroom of 4 year old children examines underlying skills of number sense such as counting and spatial skills and Spontaneous Focusing on Numerosity. It also investigates children's patterns of engaging in spontaneous mathematical activities in free-play activity centers in relation to behaviors associated with classroom achievement such as attention/persistence, self-regulation, perceived math ability, and motivation. A mixed method design with structured empirical measures and naturalistic observations was used. Several data sources were analyzed, including videotaped interviews, systematic observational data, and teacher ratings. Findings indicate that children who spontaneously focus on numerosity are advanced in their counting skills. Teacher rating of motivation and interest is also correlated with counting skills and spatial skills. Teacher rating of persistence is correlated with counting skills and child selfreports of persistence in math correlated with spatial skills. Variability existed in free play activity time, with social or dramatic play the only activity observed for all children. The major math activities chosen were those involving block construction and some computer games. It was noted that students less skilled in math tended to choose less cognitively challenging activities involving small motor tasks rather than more cognitively challenging activities. Using a Vygotskian socio-cultural lens, several suggestions are made about how verbal interactions with teachers and other adults may contribute to children's cognitive competence in math. (author abstract) |
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Behavior regulation and early math and vocabulary knowledge in German preschool children An examination of gender differences in the development of behavior regulation and of the relationship between behavior regulation and children's early math and vocabulary knowledge, based on data from 60 German children in early care and education centers in Germany |
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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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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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A professional development program to improve math skills among preschool children in Head Start The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we were able to examine the effects of the professional development and set of activities on preschool children's knowledge over a six-month period. We found children in the treatment group were more fluent and flexible with number concepts, were better at solving contextual problems, and had better measurement and spatial abilities than children in the control group. (author abstract) |
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Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. (author abstract) |
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Virginia Department of Education: Evaluation of 21st Century Community Learning Centers [Executive summary] A summary of an evaluation of Virginia 21st Century Community Learning Centers during the 2010-2011 program year that: examines center characteristics, including parental education services and student participation; compares the gains in reading and mathematics achievement of participants and matched nonparticipants; explores associations between center characteristics and participants' reading and mathematics achievement; and identifies promising practices and challenges to meeting centers' objectives, based on program reporting data and state reading and mathematics assessment data |
Executive Summary
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Virginia Department of Education: Evaluation of 21st Century Community Learning Centers An evaluation of Virginia 21st Century Community Learning Centers during the 2010-2011 program year that: examines center characteristics, including parental education services and student participation; compares the gains in reading and mathematics achievement of participants and matched nonparticipants; explores associations between center characteristics and participants' reading and mathematics achievement; and identifies promising practices and challenges to meeting centers' objectives, based on program reporting data and state reading and mathematics assessment data |
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The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge A study of the mediating role of numeral knowledge--the ability to identify Arabic numerals and connect those numerals to their respective quantities--and both informal and formal mathematical knowledge, based on data from 206 3- through 5-year-olds in early care and education centers both at the beginning and end of the preschool year, and one year later |
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The relationship between child care subsidies and children's cognitive development A study of the relationship between child care subsidy use in preschool and both children's early literacy and early math skills at kindergarten entry, based on data from approximately 7,000 children from the Early Childhood Longitudinal Study-Birth cohort |
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Executive summary: Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study A summary of an evaluation of Georgia's universal, publicly-funded Pre-K Program that examines children's language and literacy, math, knowledge, and behavior outcomes, predictors of those outcomes, and classroom quality, based on fall and spring assessments of 509 children and on observations of 100 classrooms |
Executive Summary
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Children's growth and classroom experiences in Georgia's Pre-K Program: Findings from the 2011-2012 evaluation study An evaluation of Georgia's universal, publicly-funded Pre-K Program that examines children's language and literacy, math, knowledge, and behavior outcomes, predictors of those outcomes, and classroom quality, based on fall and spring assessments of 509 children and on observations of 100 classrooms |
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Evaluating the 4-H Science initiative: The 2010 Youth, Engagement, Attitudes and Knowledge survey results A summary of a study of the science-related attitudes, activities, and skills of children participating in 4-H Science, an initiative to increase 4-H science, engineering, technology, and applied math program offerings, based on survey responses from 1,060 children attending 4-H Science programs |
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Priming the pipeline: Lessons from promising 4-H science programs An examination of the challenges faced and strategies used to implement practices in eight domains by programs participating in 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, based on interviews and site visits with 8 programs selected through a process to identify promising programs |
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Evaluating the 4-H Science initiative: Youth, Engagement, Attitudes, and Knowledge survey results: Year 2 A summary of an evaluation of 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, that examines the science-related attitudes, activities, and skills of participants, based on survey responses from 486 children attending 4-H Science programs |
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Evaluation of the 4-H Science Initiative: Year 2 implementation study An evaluation of 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, that examines state-level implementation of 4-H Science and characteristics of successful 4-H Science programs, based on interviews with state and county 4-H leaders |
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Evaluating the 4-H Science initiative: Early findings and recommendations A summary of an evaluation of 4-H Science, an initiative to increase 4-H science, engineering, technology, and applied math program offerings, that examines program implementation in the areas of partnerships, staffing and professional development, curriculum, evaluation, marketing and communications, and funding, based on survey responses from state program leaders who oversee 4-H programs |
Fact Sheets & Briefs
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