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2. Teaching Math to Young Children for Families and Caregivers

   ies.ed.gov/.../teachingearlymath/1-numbers.asp

   Early Childhood Math: Number and Operations. This video introduces four ways you can build your child’s number skills. Following the video, you can review more activities to do during your everyday routines and play to have fun with numbers. The activities are presented in order of how the related skills typically develop for young children.

3. Teaching Math to Young Children - Institute of Education Sciences

   ies.ed.gov/ncee/wwc/Docs/practiceguide/early...

   Once children can recognize or count collections, provide opportunities for children to use number words and counting to compare quantities. • Encourage children to label collections with number words and numerals. • Once children develop th ese fundamental number skills, encourage them to solve basic problems. Recommendation 2.

4. Teaching Math to Young Children Practice Guide Summary ...

   ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_empg...

   As detailed in the practice guide, teachers can link math activities to children’s existing interests and across other content areas to build knowledge, including music, art, games, and reading. 3. Assess, record, and monitor each child’s progress so that instructional goals and methods can be adjusted as needed.

5. The Effectiveness of Teaching Number Relationships in Preschool

   files.eric.ed.gov/fulltext/ED539908.pdf

   example, thinking about the number 6 as 1 and 5, as 2 more than 4, as 2 groups of 3, or as 3 groups of 2. Some young children do not see such relations among numbers. For example, Sarnecka and Lee (2009) showed that children ages 2 to 4 view number words as mutually exclusive. A full understanding of number relationships is important

6. ERIC - EJ925283 - Number Relationships in Preschool, Teaching ...

   eric.ed.gov/?id=EJ925283

   This article outlines these number relationships, follows with the classroom activities that Becky, a preschool teacher in a university-affiliated program, presented in her preschool classrooms, and discusses effective instructional approaches for teaching number relationships. (Contains 4 figures and 1 table.)

7. Preschoolers’ ways of experiencing numbers - ed

   files.eric.ed.gov/fulltext/EJ1358689.pdf

   Otto answers by first counting and pointing at the visible marbles – “One, two, three, six” – and then tapping on the knuckles and back of the interviewer’s closed hand: “One, two, three, four, six. Seven”. Otto’s actions indicate that numbers appear as single objects that are labelled with number words.