Research has shown that computational thinking and kindergarten mathematics instruction can be integrated; however, evidence of how specific mathematical knowledge relates to computational thinking remains scarce. Additionally, we do not know if and how children's mathematical knowledge co-occurs with computational thinking and how these…

Math achievement is an important predictor of progression to later science, technology, engineering, and math (STEM) education and careers. However, attitudinal factors also play a role, and interventions attempting to improve math attitudes may be important for increasing the number of STEM-aspiring students. To design effective interventions, it…

Many scholars have argued that mathematics classrooms often offer narrow conceptions of mathematical excellence, recognizing only some kinds of thinking and some kinds of people as valuable, and conflating mathematical aptitude with overall intelligence. Play offers the potential to disrupt such classroom mathematical practices, by offering new…

Background: The relation between the human body movements and cognition has been a research hotspot in physical education and health promotion in recent years. This study applied the embodied cognition theory to examine the effects of the Movement Integrity with Intelligent Play (MIIP) program on preschoolers' math performance. Objective: This…

The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving…

This study examines the correlation between i-Ready and FSA (Florida Standards Assessment) exam scores to investigate whether high scores in the i-Ready exam are associated with a solid performance in the FSA exam. Correlation coefficients were calculated after scaling the data, revealing strong positive correlations between i-Ready and FSA scores…

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true--they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths…

The Home Learning Environment (HLE) focuses on everyday learning habits in families to support children's competency development. In this study, we used multitrait-multimethod (MTMM) analyses to compare two theoretical dimensions and three methods for assessing the HLE and their associations with linguistic and mathematical competencies of…

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics…

Research Findings: Kindergarten is the gateway to education and a point of great variability in children's knowledge and skills. As a result, there is keen interest in kindergarten entry assessments (KEAs) to understand and address gaps in early skills. This study rigorously investigated the Commonwealth of Pennsylvania's Kindergarten Entry…

Children start to develop number sense even well before they start the school. Developing number sense serves as an intermediate tool for learning conventional mathematics taught in schools. This number sense has three key areas: number knowledge, counting and arithmetic operations. As a result, the aim of this study was to examine aged related…

Building students' understanding of cardinality is fundamental for working with numbers and operations. Without these early mathematical foundations in place, students will fall behind. Consequently, it is imperative to build on students' strengths to address their weaknesses with the notion of cardinality.

A team of teachers from the same New York City public school met to discuss and compare the Common Core State Standards for Mathematics (CCSSM) to their current math curriculum. The group consisted of four kindergarten teachers, a representative from the first-grade teaching team, and the school's math coach. During the first meeting, the…

Research has suggested that system-wide professional development needs to embrace ongoing and sustainable processes such as critical reflection, being within a community of practice and the co-creation of new practices within and across early childhood systems. However, there is little research on how professional development can be designed in a…

In an era of a declining quality and quantity of students entering and persisting in mathematics in the USA, researchers and policy makers are looking for new strategies to engage students in these fields and improve mathematics outcomes. One push has been to make mathematics instruction more relevant with real-world applications throughout the…