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Mathematics Learning in Early Childhood Paths Toward Excellence and Equity (2009) / Chapter Skim
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Summary
Pages 1-4

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From page 1...
... Recognizing the increasing importance of mathematics and encouraged by a decade of success in improving early literacy, the Mathematical Sciences Education Board of the Center for Education at the National Research Council established the Committee on Early Childhood Mathematics. The committee was charged with examining existing research in order to develop appropriate mathematics learning objectives for preschool children; providing evidence-based insights related to curriculum, instruction, and teacher education for achieving these learning objectives; and determining the implications of these findings for policy, practice, and future research.
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From page 2...
... The relative lack of high-quality mathematics instruction, especially in comparison to literacy, reflects a lack of attention to mathematics throughout the childhood education system, including standards, curriculum, instruction, and the preparation and training of the teaching workforce. For example, many widely used early childhood curricula do not provide sufficient guidance on mathematics pedagogy or content.
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From page 3...
... Recommendation 5: Curriculum developers and publishers should base their materials on the principles and teaching-learning paths described in this report. Recommendation 6: An essential component of a coordinated national early childhood mathematics initiative is the provision of professional development to early childhood in-service teachers that helps them (a)
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From page 4...
... Recommendation 7: Coursework and practicum requirements for early childhood educators should be changed to reflect an increased emphasis on children's mathematics as described in the report. These changes should also be made and enforced by early childhood organizations that oversee credentialing, accreditation, and recognition of teacher professional development programs.
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  • emerging research


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