Developing a solid math foundation - PreK
through Grade 2

A child's math foundation and attitude is developed early
and lasts lifelong.  Formal education should start by
assessing basic skills.

Developing a solid mathematical foundation from prekindergarten
through second grade is essential for a child's academic success.
In these grades, students are building beliefs about what
mathematics is, about what it means to know and do mathematics,
and about themselves as mathematics learners. These beliefs
influence their thinking and attitudes toward mathematics
in later years. Additionally, these early attitudes are reflected
in ongoing decisions on whether to maintain or prioritize
their ongoing math studies.

Children develop many mathematical concepts, at least in
their intuitive beginnings, even before they reach school
age. Infants spontaneously recognize and discriminate among
small numbers of objects, and many preschool children possess
a substantial body of informal mathematical knowledge. Adults
can foster children's mathematical development from the youngest
ages by providing environments rich in language and where
thinking is encouraged, uniqueness is valued, and exploration
is supported.

Children are likely to enter formal school settings with
different levels of mathematics understanding, reflecting
their opportunity to have learned mathematics. Some children
will need additional support so that they do not start school
at a disadvantage. Early assessments should be used not to
sort children but to gain information for teaching and for
potential early interventions.

The core math standards and concepts that form a young child's
foundation are number, operations, and geometry

All students deserve high-quality programs that include significant
mathematics presented in a manner that respects both the mathematics
and the nature of young children. These programs must build
on and extend students' intuitive and informal mathematical
knowledge. They must be grounded in a knowledge of child development
and provide environments that encourage students to be active
learners and accept new challenges. They need to develop a
strong conceptual framework while encouraging and developing
students' skills and their natural inclination to solve problems.

At the core of mathematics programs in prekindergarten through
grade 2 are the Number and Operations and Geometry Standards.
For example, it is absolutely essential that students develop
a solid understanding of the base-ten numeration system in
prekindergarten through grade 2. They must recognize that
the word ten may represent a single entity (1 ten) or ten
separate units (10 ones) and that these representations are
interchangeable. Using concrete materials and calculators
in appropriate ways can help students learn these concepts.

Understandings of patterns, measurement, and data contribute
to the understanding of number and geometry and are learned
in conjunction with them. Similarly, the Process Standards
of Problem Solving, Reasoning and Proof, Communication, Connections,
and Representation both support and augment the Content Standards.
Even at this age, guided work with calculators can enable
students to explore number and patterns, focus on problem-solving
processes, and investigate realistic applications.

Source: Principles & Standards for
School Mathematics. Copyright © 2000-2004 by

The National Council of Teachers of Mathematics, Inc.

1906 Association Drive, Reston, VA 20191-9988. Intro. Chapter
4.

Online: ://standards.nctm.org/document/chapter4/index.htm
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2004 Time4Learning.net, All rights reserved