Transcription of Early Childhood Mathematics: Promoting Good Beginnings
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Early Childhood Mathematics: Promoting Good Beginnings
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.
a bowl of crackers fairly with a playmate. Math-ematics helps children make sense of their world outside of school and helps them construct a solid foundation for success in school. In elemen-tary and middle school, children need mathemat-ical understanding and skills not only in math courses but also in science, social studies, and other subjects.
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