Supporting Ambitious Mathematics Teaching and Learning in the Early Years
Our Approach
Quality early mathematics instruction and learning is key to boosting school readiness and long-term learning. Research shows it’s important to begin early to build mathematics literacy and understanding because success in mathematics is strengthened over time. Additionally, student understanding and reasoning in mathematics in kindergarten is a strong predictor of overall school achievement in later grades.
That’s why our approach to teacher professional development and research and evaluation is grounded in principles of equity, excellence, and access, with a commitment to reducing opportunity gaps in mathematics that often begin in the early years.
Research and Evaluation to Support Early Childhood Mathematics Education
To support improved mathematics outcomes for children ages birth through eight, the California Department of Education funded the California Statewide Early Math Initiative (CAEMI), led by the Fresno County Superintendent of Schools. The initiative aimed to build educators’ positive mathematics identities and raise their confidence, knowledge, and capacity to support children’s learning. Learn more about our evaluation.
There is an acute need in the United States to boost mathematics competencies in young children, as early mathematics ability is a strong predictor of later academic achievement. Research shows this need is most pressing for children from historically underserved families. Research shows that family engagement can help improve preschoolers’ mathematics learning. Read our recent study.
Our Work in Action
Early Math Initiative: PreK Mathematics Workshops for Supporting Children at Home and in the Classroom
The Early Math Initiative is a WestEd project designed to help federal and state-funded preschool programs enhance mathematical development and learning for young children, including supporting the home environment.
In WestEd’s PreK Mathematics Workshop, educators learn how to close opportunity gaps for early learners who are underserved—not only through implementing thoughtful instruction and activities in the classroom but also by coaching parents to facilitate fun and challenging activities with their children at home. Learn more and participate in one of our workshops.
I found the PreK Mathematics’ curriculum to be an asset to the children’s math learning and growth.
— Participating Teacher
Early Math Intervention
Funded by a federal Investing in Innovation (i3) grant, the Early Math Intervention supports mathematics learning at home and in preschool learning environments with a focus on supporting students from systemically underserved populations. To address opportunity gaps in mathematics, the Early Math Intervention combines an evidence-based preschool component (PreK Mathematics) and kindergarten component (the University of Oregon’s Early Learning in Mathematics).
I loved this activity; my older son and I help my child understand the math for each one. He gets very excited each time we do homework!
— Participating Parent
Equity in Focus
Navajo Families Are Developing Children’s Mathematics Skills at Home
The Early Math Training Network at WestEd worked closely with the Navajo Nation in Window Rock, Arizona, to support children’s early mathematical development at home, focusing on implementing home activities that create opportunities for parents, caregivers, siblings, or other family members to work with children to develop students’ skills through engaging mathematics activities.