Research on Capitol Hill


Emma Eccles Jones College of Education and Human Services


School of Teacher Education and Leadership

Faculty Mentor

Jessica Shumway


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

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Education Commons



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