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ERIC Number: ED536446
Record Type: Non-Journal
Publication Date: 2009
Pages: 398
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-3091-2806-4ISBN-978-0-3091-2806-3
ISSN: N/A
Mathematics Learning in Early Childhood: Paths toward Excellence and Equity
Cross, Christopher T., Ed.; Woods, Taniesha A., Ed.; Schweingruber, Heidi, Ed.
National Academies Press
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates 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 a comprehensive 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 policy makers and practitioners--those who work directly with children and their families in shaping the policies that affect the education of young children.
National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Tel: 888-624-8373; Tel: 202-334-2000; Fax: 202-334-2793; e-mail: Customer_Service@nap.edu; Web site: http://www.nap.edu
Publication Type: Books; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544376