When are children capable of learning mathematics, and why is it important to intentionally teach young children mathematics? Researchers have demonstrated that young children are sophisticated mathematical thinkers long before they arrive at school, and that young children’s intuitive mathematical knowledge is enriched by the intentional mathematics learning opportunities they encounter.

This means that early childhood educators play an important role in establishing a child’s foundation for mathematics achievement. The evidence supports this role: mathematical knowledge at kindergarten is a strong predictor of children’s later mathematics achievement.

This 90-minute regular conference session includes lecture, video, and brief activities to illustrate the characteristics of children’s mathematical thinking before kindergarten. During this session, the presenter and participants will discuss research implications for determining characteristics of effective early mathematics learning opportunities and the importance of a healthy disposition towards mathematics in early education.

At the conclusion of the session, participants will be able to:

• describe the cognitive characteristics of young children’s mathematical thinking.
• identify variation in the development of mathematical knowledge in 3- to 8-year-olds.
• discuss how variation in children’s mathematical thinking influences decisions about intentional mathematics learning opportunities.
• explain what roles educators play in shaping young students’ mathematics dispositions.
• discuss the importance of fostering mathematical thinking in early childhood.