Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
National Research Council. 2009. Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Washington, DC: The National Academies Press. https://doi.org/10.17226/12519.
|Part I: Introduction and Research on Learning||5-6|
|2 Foundational Mathematics Content||21-58|
|3 Cognitive Foundations for Early Mathematics Learning||59-94|
|4 Developmental Variation, Sociocultural Influences, and Difficulties in Mathematics||95-120|
|Part II: Teaching-Learning Paths||121-126|
|5 The Teaching-Learning Paths for Number, Relations, and Operations||127-174|
|6 The Teaching-Learning Paths for Geometry, Spatial Thinking, and Measurement||175-222|
|Part III: Contexts for Teaching and Learning||223-224|
|7 Standards, Curriculum, Instruction, and Assessment||225-288|
|8 The Early Childhood Workforce and Its Professional Development||289-328|
|Part IV: Future Directions for Policy, Practice, and Research||329-330|
|9 Conclusions and Recommendations||331-350|
|Appendix A: Glossary||351-358|
|Appendix B: Concepts of Measurement||359-362|
|Appendix C: Biographical Sketches of Committee Members and Staff||363-370|
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