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Early Childhood Mathematics: Promoting Good Beginnings

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Early Childhood Mathematics: Promoting Good Beginnings POSITION STATEMENT Early Childhood Mathematics: Promoting Good Beginnings A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM). Adopted in 2002. Updated in 2010. Position solid foundation for success in school. In elemen- tary and middle school, children need mathemat- The National Council of Teachers of Mathemat- ical understanding and skills not only in math ics (NCTM) and the National Association for the courses but also in science, social studies, and Education of Young Children (NAEYC) affirm that other subjects. In high school, students need high-quality, challenging, and accessible mathe- mathematical proficiency to succeed in course matics education for 3- to 6-year-old children is a work that provides a gateway to technological vital foundation for future mathematics learning. literacy and higher education [1–4]. Once out In every early childhood setting, children should of school, all adults need a broad range of basic experience effective, research-based curriculum mathematical understanding to make informed and teaching practices. Such high-quality class- decisions in their jobs, households, communities, room practice requires policies, organizational and civic lives. supports, and adequate resources that enable Besides ensuring a sound mathematical teachers to do this challenging and important foundation for all members of our society, the work. nation also needs to prepare increasing numbers of young people for work that requires a higher The challenges proficiency level [5, 6]. The National Commission on Mathematics and Science Teaching for the Throughout the early years of life, children notice 21st Century (known as the Glenn Commission) and explore mathematical dimensions of their asks this question: “As our children move toward world. They compare quantities, find patterns, the day when their decisions will be the ones navigate in space, and grapple with real problems shaping a new America, will they be equipped such as balancing a tall block building or sharing with the mathematical and scientific tools needed a bowl of crackers fairly with a playmate. Math- to meet those challenges and capitalize on those ematics helps children make sense of their world opportunities?” [7, p. 6] outside of school and helps them construct a Copyright © 2002 National Association for the Education of Young Children 1 Early Childhood Mathematics Since the 1970s a series of assessments of In 2000, with the growing evidence that the U.S. students’ performance has revealed an over- early years significantly affect mathematics learn- all level of mathematical proficiency well below ing and attitudes, NCTM for the first time includ- what is desired and needed [5, 8, 9]. In recent ed the prekindergarten year in its Principles and years NCTM and others have addressed these Standards for School Mathematics (PSSM) [19]. challenges with new standards and other re- Guided by six overarching principles—regarding sources to improve mathematics education, and equity, curriculum, teaching, learning, assess- progress has been made at the elementary and ment, and technology—PSSM describes for each middle school levels—especially in schools that mathematics content and process area what chil- have instituted reforms [e.g., 10–12]. Yet achieve- dren should be able to do from prekindergarten ment in mathematics and other areas varies through second grade. widely from state to state [13] and from school district to school district. There are many en- couraging indicators of success but also areas of NCTM Principles for School continuing concern. In mathematics as in Mathematics literacy, children who live in poverty and who are members of linguistic and ethnic minority groups Equity: Excellence in mathematics education demonstrate significantly lower levels of achieve- requires equally high expectations and ment [14–17]. strong support for all students. If progress in improving the mathematics Curriculum: A curriculum is more than a col- proficiency of Americans is to continue, much lection of activities; it must be coherent, greater attention must be given to early math- focused on important mathematics, and well ematics experiences. Such increased awareness articulated across the grades. and effort recently have occurred with respect to Teaching: Effective mathematics teaching re- early foundations of literacy. Similarly, increased quires understanding of what students know energy, time, and wide-scale commitment to the and need to learn and then challenging and early years will generate significant progress in supporting them to learn it well. mathematics learning. Learning: The opportunity is clear: Millions of young Students must learn mathematics children are in child care or other early educa- with understanding, actively building new tion settings where they can have significant knowledge from experience and prior knowl- early mathematical experiences. Accumulating edge. research on children’s capacities and learning Assessment: Assessment should support the in the first six years of life confirms that early learning of important mathematics and fur- experiences have long-lasting outcomes [14, 18]. nish useful information to both teachers and Although our knowledge is still far from com- students. plete, we now have a fuller picture of the math- Technology: Technology is essential to teach- ematics young children are able to acquire and ing and learning mathematics; it influences the practices to promote their understanding. the mathematics that is taught and enhances This knowledge, however, is not yet in the hands students’ learning. of most early childhood teachers in a form to ef- Note: These principles are relevant across all fectively guide their teaching. It is not surprising grade levels, including early childhood. then that a great many early childhood programs have a considerable distance to go to achieve The present statement focuses on children high-quality mathematics education for children over 3, in large part because the knowledge age 3-6. base on mathematical learning is more robust for this age group. Available evidence, however, Copyright © 2002 National Association for the Education of Young Children 2 NAEYC/NCTM Joint Position Statement indicates that children under 3 enjoy and benefit Recognition of the importance of good begin- from various kinds of mathematical explorations nings, shared by NCTM and NAEYC, underlies and experiences. With respect to mathematics this joint position statement. The statement de- education beyond age 6, the recommendations scribes what constitutes high-quality mathemat- on classroom practice presented here remain ics education for children 3–6 and what is nec- relevant. Further, closely connecting curriculum essary to achieve such quality. To help achieve and teaching for children age 3–6 with what is this goal, the position statement sets forth 10 done with students over 6 is essential to achieve research-based, essential recommendations to the seamless mathematics education that chil- guide classroom1 practice, as well as four recom- dren need. mendations for policies, systems changes, and other actions needed to support these practices. In high-quality mathematics education 8. provide ample time, materials, and teacher for 3- to 6-year-old children, teachers and support for children to engage in play, a other key professionals should context in which they explore and manipulate mathematical ideas with keen interest 1. enhance children’s natural interest in math- ematics and their disposition to use it to make 9. actively introduce mathematical concepts, sense of their physical and social worlds methods, and language through a range of ap- propriate experiences and teaching strategies 2. build on children’s experience and knowl- edge, including their family, linguistic, cultural, 10. support children’s learning by thoughtfully and community backgrounds; their individual and continually assessing all children’s math- approaches to learning; and their informal- ematical knowledge, skills, and strategies. knowledge To support high quality mathematics edu- 3. base mathematics curriculum and teaching cation, institutions, program developers, practices on knowledge of young children’s and policy makers should cognitive, linguistic, physical, and social- emotional development 1. create more effective early childhood teach- er preparation and continuing professional 4. use curriculum and teaching practices that development strengthen children’s problem-solving and reasoning processes as well as representing, 2. use collaborative processes to develop well communicating, and connecting mathematical aligned systems of appropriate high-quality ideas standards, curriculum, and assessment 5. ensure that the curriculum is coherent and 3. design institutional structures and policies compatible with known relationships and se- that support teachers’ ongoing learning, team- quences of important mathematical ideas work, and planning 6. provide for children’s deep and sustained 4. provide resources necessary to overcome interaction with key mathematical ideas the barriers to young children’s mathematical proficiency at the classroom, community, insti- 7. integrate mathematics with other activities tutional, and system-wide levels. and other activities with mathematics 1 Classroom refers to any group setting for 3- to 6-year-olds (e.g., child care program, family child care, preschool, or public
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