College
Emma Eccles Jones College of Education and Human Services
Department
School of Teacher Education and Leadership
Faculty Mentor
Jessica Shumway
Abstract
The NAEYC recommends that early childhood mathematics education be research-based and developmentally appropriate. Currently, research indicates that early number sense predicts later mathematics achievement. Because of this, teachers see the importance of ensuring young students meet specific mathematics benchmarks. An in-depth look at actual students’ development in the context of their classrooms is warranted. Specifically, we studied five cases of 3-year-olds’ mathematical understanding.
Research Question: What are the characteristics and achievement patterns of 3-year-old preschoolers mathematical knowledge over a year?
First Co-Presenter's Department
School of Teacher Education and Leadership
Document Type
Poster
Publication Date
2018
Recommended Citation
Collins, Alyssa and Hoggan, Brette, "Characteristics and Achievement Patterns of 3-Year-Old Preschoolers' Evolving Mathematical Knowledge to Inform Preschool Instructional Practices" (2018). Research on Capitol Hill. Paper 78.
https://digitalcommons.usu.edu/roch/78