7.5: Guiding Principles for Supporting Math

The following principles will guide teachers’ classroom practices in establishing a high-quality, challenging, and sensitive early mathematics preschool program. These principles are partially based on the ten recommendations in Early Childhood Mathematics: Promoting Good Beginnings, set forth by the National Association for the Education of Young Children and NCTM in 2002.

1. Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge
2. Encourage inquiry and exploration to foster problem solving and mathematical reasoning
3. Use everyday activities as natural vehicles for developing preschool children’s mathematical knowledge
4. Introduce mathematical concepts through intentionally planned experiences (in addition to what they spontaneously engage in)
5. Provide a mathematically rich environment
6. Provide an environment rich in language, and introduce preschool children to the language of mathematics
7. Support English learners in developing mathematical knowledge as they concurrently acquire English
8. Observe children to discover opportunities to clarify, extend, and reinforce their existing mathematical concepts and to help them discover new mathematical concepts
9. Provide an environment in which all children can learn mathematics, set appropriately high expectations for all children, and support individual growth
10. Establish a partnership with parents and other caregivers in supporting children’s learning of mathematics[1]

[1] The California Preschool Curriculum Framework, Volume 1 by the California Department of Education is used with permission

[2] Image by Lisa Stevens is licensed by CC-BY-2.0