Transcription of Early Childhood Mathematics: Promoting Good …
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Early Childhood Mathematics: Promoting Good …
Copyright 2002 National Association for the Education of Young Children1 POSITION STATEMENTE arly Childhood mathematics : Promoting good BeginningsPositionThe National Council of Teachers of Mathemat-ics (NCTM) and the National Association for the Education of Young Children (NAEYC) affirm that high-quality, challenging, and accessible mathe-matics education for 3- to 6-year-old children is a vital foundation for future mathematics learning. In every Early Childhood setting, children should experience effective, research-based curriculum and teaching practices. Such high-quality class-room practice requires policies, organizational supports, and adequate resources that enable teachers to do this challenging and important challengesThroughout the Early years of life, children notice and explore mathematical dimensions of their world. They compare quantities, find patterns, navigate in space, and grapple with real problems such as balancing a tall block building or sharing a bowl of crackers fairly with a playmate.
to understand a given concept [5, 14]. Building on children’s individual strengths and learn-ing styles makes mathematics curriculum and instruction more effective. For example, some children learn especially well when instruc-tional materials and strategies use geometry to convey number concepts [38]. Children’s confidence, competence, and ...
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