Early Childhood Mathematics

As young children grow and develop, they use a variety of mathematical skills to explore and understand the world. They count, sort, find patterns, navigate in space, and solve problems. Children attending early childhood education programs have the opportunity for rich experiences to develop and test their skills, and prepare for the formal mathematical learning that will take place in later grades in school.

The items below offer resources on this issue, including a paper that looks at state policies on mathematics education for children ages three to six, links to state early learning and content standards in mathematics, and the NAEYC position statement on mathematics education.

State Policies on Early Childhood Mathematics:

State Policies that Promote Early Childhood Mathematics 2003
This paper is the results of a survey of state early childhood specialists in state departments of education and child care administrators on policies around mathematics education in four areas: professional development, standards, curriculum and assessment.

State Early Learning and Content Standards in Mathematics in 2003

NAEYC 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) (.pdf || .html)

Internet Links to Organizations:

National Council of Teachers of Mathematics
The National Council of Teachers of Mathematics is the world's largest mathematics educational organization. The mission of the NCTM is to provide the vision and leadership necessary to ensure a mathematics education of the highest quality for all students.

NCTM's Principles and Standards for School Mathematics, published in 2000, provides guidelines for excellence in mathematics education and issues a call for all students to engage in more challenging mathematics.