"Early childhood mathematics is vitally important for young children's present and future educational success. Research has demonstrated 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 acomprehensive 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 policymakers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children."--Publisher's description.
This report offers specific recommendations for putting a national early childhood mathematics initiative into place to improve mathematics learning for children ages 3-6, including children from disadvantaged backgrounds. Recommendations are based on meetings with experts in early childhood education, interdisciplinary research, and summary data produced by government agencies and professional organizations. Part I of the report summarizes 30 years of research demonstrating that young children can learn mathematics. Part II focuses on milestones for children in the core areas of number and geometry and measurement. Part III looks at classroom issues, with material on standards, curriculum, teaching, assessment, teacher education, and professional development. Part IV outlines recommendations for improving mathematics learning for young children, and lays out an agenda for future research. A glossary is included. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)
