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Our Curriculum

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Mathematical thinking in young children

Research has found that mathematical thinking begins during infancy and undergoes extensive development over the first five years of life.

It is just as natural for young children to think mathematically about their world as it is for them to use language.

Young children develop informal mathematical knowledge that is based on the manipulation and representation of sets of concrete objects.  The informal mathematical knowledge of preschool children is less abstract than the formal mathematical knowledge of school-age children.

Our curriculum is designed to support and build upon the child’s Informal Mathematical Knowledge

  • Counting and cardinality

    Counting sets of objects

  • Operations and algebraic thinking

    Solving simple addition problems with sets of visible or hidden objects

  • Geometric reasoning

    Naming and analyzing features of dimensional shapes; Solving problems about movement and position of objects in space.

  • Patterns

    Extending simple patterns

  • Measurement and Data

    Comparing the length of objects; Categorizing data

children playing in classroom while teacher observes

How is the Pre-K Mathematics Curriculum Implemented?

  • Engaging hands on activities conducted in small groups 2-3 times a week
  • A new activity each week that builds on previous knowledge with built in developmental adjustments
  • In class coaching provided by professional development staff
  • Home activities sent home weekly for families to support children’s learning

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The Early Math Initiative is a project of WestEd, a research, development, and service agency promoting excellence, achieving equity, and improving learning for children, youth, and adults. Since its inception in 1966, WestEd has been a leader in moving research into practice.

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