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2. 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.

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

   ies.ed.gov/.../early_math_pg_111313.pdf

   Help children to collect and organize information, and then teach them to represent that infor - mation graphically. Recommendation 3. Use progress monitoring to ensure that math instruction builds on what each child knows. • Use introductory activities, observations, and assessments to determine each child’s existing

4. WWC | Teaching Math to Young Children

   ies.ed.gov/ncee/wwc/PracticeGuide/18

   Teaching Math to Young Children. This practice guide provides five recommendations for teaching math to children in preschool, prekindergarten, and kindergarten. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence.

5. 5Teaching Math to Young Children - ed

   files.eric.ed.gov/fulltext/ED544754.pdf

   Recommendation 5: Dedicate time each day to teaching math, and integrate math instruction throughout the school day. Deliberately set aside time each day to teach math and look for opportunities to incorporate math across the curriculum. Recommendation 2: Teach geometry, patterns, measurement, and data analysis using a developmental progression.

6. Early Math - U.S. Department of Education

   www.ed.gov/.../documents/stem/early-math-slides.pdf

   Important Dates for Research Grant Programs. Application Deadline (Grants.gov) Letter of Intent Due Date (iesreview.ed.gov) Application Package Posted (Grants.gov) Start Dates. August 20, 2020 No later than 11:59:59 p.m. Eastern Time. June 11, 2020. June 11, 2020. July 1, 2021 to Sept 1, 2021.

7. Zippert, E., Douglas, A., Tian, F., & Rittle-Johnson, B ...

   files.eric.ed.gov/fulltext/ED610851.pdf

   knowledge to math development, some work has highlighted that repeating patterning knowledge (the ability to notice and use predictable sequences that have a part that repeats) also predicts children’s math knowledge concurrently as well as months and years later (Fyfe et al., 2019; Rittle-Johnson et al., 2017, 2019; Zippert et al., 2019, 2020).