Studies and discussions around "good teaching practices" have often identified intentionality as the chief characteristic of outstanding teachers. Intentional teachers are identified as maintaining the habit of informed reflection as they plan, teach, reflect on, and revise the effectiveness of their practices. Intentional teaching strategies are much discussed in reading instruction and are currently being adopted in other disciplines, such as mathematics and science instruction. Myoungwhon Jung and Gregory Conderman's article provides examples of how the intentional instruction approach can be used to teach mathematics in early childhood classrooms. Although this study is situated within the context of U.S. classrooms, it has implications for early childhood instruction across borders. (Contains 4 figures.)