Report: Preschools should place More Emphasis on Math

Preschools don't adequately cover math in part because many preschool teachers aren't as comfortable with the subject, according to a National Research Council report. Preschool math instruction may help disadvantaged students overcome the achievement gap, and researchers recommend improving math curriculum for preschools and revamping teacher training.

Mathematics education has risen to the top of the national policy agenda as part of the need to improve the technical and scientific literacy of the American public. The new demands of international competition in the 21st century require a workforce that is competent in and comfortable with mathematics.

There is particular concern about thechronically low mathematics and science performance of economically disadvantaged students and the lack of diversity in the science and technical workforce. Particularly alarming is that such disparities exist in the earliest years of schooling and even before school entry.

Recognizing the increasing importance of mathematics and encouraged by a decade of success in improving early literacy, the Mathematical Sciences Education Board of the Center for Education at the National Research Council established the Committee on Early Childhood Mathematics. The committee was charged with examining existing research in order to develop appropriate mathematics learning nobjectives for preschool children; providing evidence-based insights related to curriculum, instruction, and teacher education for achieving these learning objectives; and determining the implications of these findings for policy, practice, and future research.

The committee found that, although virtually all young children have the capability to learn and become competent in mathematics, for most the potential to learn mathematics in the early years of school is not currently realized. This stems from a lack of opportunities to learn mathematics either in early childhood settings or through everyday experiences in homes and in communities. This is particularly the case for economically disadvantaged children, who start out behind in mathematics and will remain so without extensive, high-quality early mathematics instruction.

In fact, well before first grade, children can learn the ideas and skills that support later, more complex mathematics understanding. There is expert consensus that two areas of mathematics are particularly important for young children to learn: (1) number, which includes whole number, operations, and relations, and (2) geometry, spatial thinking, and measurement. A rich body of research provides insight into how children’s proficiency develops in both areas and the instruction needed to support it. The committee used this evidence to develop research-based teaching-learning paths to guide policy and practice in early childhood education.

Examination of current standards, curricula, and instruction in early childhood education revealed that many early childhood settings do not provide adequate learning experiences in mathematics. The relative lack of high-quality mathematics instruction, especially in comparison to literacy, reflects a lack of attention to mathematics throughout the childhood education system, including standards, curriculum, instruction, and the preparation and training of the teaching workforce.