The series "Path to Math" demonstrates strategies that encourage early childhood mathematics education. A new social policy report published by the National Institute for Early Education Research offers recommendations for early childhood mathematics education (ECME).

This brief, prepared by Herbert P. Ginsburg, Teachers College, Columbia University, Joon Sun Lee, Hunter College, City University of New York and Judi Stevenson Boyd, a NIEER research associate and Teachers College graduate student examines three topics central to understanding an improving early childhood math education. The brief concludes with policy suggestions for improved instruction.

Central Topics and Findings

The central topics the brief examines are young children’s mathematical abilities, components and content of early math education, and early childhood educators’ readiness for teaching math.

The research revealed that there is a clear need for early childhood mathematics education (ECME); this need is particularly important to enhance the success of at-risk, low socio-economic status student.

Children have the desire and potential to learn math, even at a symbolic and abstract level, but teachers are generally not  well prepared to teach early mathematics. The potential, need, and some means to teach are in place, but sound ECME is not currently being provided.

Children who are at the most risk and highest need are particularly missing out on sound ECME instruction.

The brief offers many recommendations based on the research, among them that ECME cannot succeed unless in a larger social and educational context in which teachers are adequately supported and adequately paid. The most urgent need identified is to support and improve both pre-service and in-service teacher training.

Other findings include the assertion that children need good education in all areas, and adequate health care and the emotional support of warm and caring teachers. Further, children need to escape the effects of poverty. Attention to ECME is certainly needed, but it must be a small part of a larger, comprehensive, educational agenda.