Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones

Jill L. Jacobi-Vessels, E. Todd Brown, Victoria J Molfese, Ahn Do

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent mathematics learning. In this article, we discuss the milestones of counting development and examine preschool classroom mathematics observations through the lenses of two CLASS Dimensions, Concept Development and Instructional Learning Formats. Recommendations for effective instructional strategies around counting and suggestions for incorporating mathematics instruction into storybook reading are provided.

Original languageEnglish (US)
Pages (from-to)1-9
Number of pages9
JournalEarly Childhood Education Journal
Volume44
Issue number1
DOIs
StatePublished - Feb 1 2016

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Mathematics
Teaching
mathematics
childhood
mathematics instruction
Learning
Students
learning
student
Lenses
Reading
classroom
performance
evidence
Research

Keywords

  • Counting
  • Early childhood
  • Instructional strategies
  • Mathematics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Teaching Preschoolers to Count : Effective Strategies for Achieving Early Mathematics Milestones. / Jacobi-Vessels, Jill L.; Todd Brown, E.; Molfese, Victoria J; Do, Ahn.

In: Early Childhood Education Journal, Vol. 44, No. 1, 01.02.2016, p. 1-9.

Research output: Contribution to journalArticle

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