In July, I wrote about the National Research Council’s Report, Mathematics Learning in Early Childhood by Christopher T. Cross, et.al. The prepublication report was released in July. This 18-month study synthesizes and analyzes the past twenty years of research on early childhood mathematics from a number of fields. The purpose of this report is to determine research-based guidance to increase the number of young children with strong math readiness to provide them a good start for kindergarten.

In the prepublication copy, nine recommendations are provided in the executive summary. One of my favorites is Recommendation 2. It states, “Mathematics experiences in early childhood settings should concentrate on (1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics. The mathematical process goals should be integrated in these content areas. Children should understand the concepts and learn the skills exemplified in the learning paths described in the report.”

Unfortunately, many children in early childhood programs get a small dose of mathematics each day. We must take a very long hard look at this crisis and improve it now. We are learning more and more everyday about early childhood mathematics. This benchmark report is just the beginning.

In my recent blog, I introduced the National Research Council’s Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity released July, 2009.

The press release states, “…math instruction in early childhood settings should concentrate on two major content areas. The first area - and the one to which the most time should be devoted, is the concept of “number” used by mathematics educators to encompass counting, determining relative quantities (less and more), and basic computational operations such as adding and subtracting. The second area is geometry, spatial thinking, and measurement. Within those areas, children should reflect on and discuss the mathematical reasoning used to solve problems.”

Many conversations have centered on the importance of literacy skills and school readiness. With this report’s findings, it has never been clearer about the importance of mathematics instruction for young children. Mathematics readiness is a must and should be considered when determining quality in these prekindergarten programs.

To view the full report go to: nap.edu