It turns out that mathematical thinking is developed in conversation with others; asking students “how do you know that?” will reveal a child’s mathematical reasoning skills. The ability to explain one’s thinking is a cognitive leap that requires protected time for meaningful conversation.

After years of studying 3- and 4-year old children of diverse linguistic and cultural backgrounds, Barbara Sarnecka has zeroed in on the importance of cardinality.

Access to math for young English Language Learners (ELLs) was the topic of our first Promising Math conference, an event  More →

A panel of early math experts engage with the audience at Promising Math 2017 to consider the challenges of getting a true picture of what young children understand about numbers.

The role of play and importance of shared experiences in early math is discussed with Rodrigo Gutiérrez, Co-Director of the Center for Retention-Recruitment for Math Teachers at University of Arizona.

Halla Jmourko discusses two innovative instructional tools for integrating language and math concepts in the classroom, The Cubing Game and Three Way Tie.

In Count Me In! by Cynthia Weill we follow a procession of Mexican folk culture while exploring counting and math concepts.

Sylvia Celadón-Pattichis advocates storytelling as a means to vary the context of word problems to make them more relevant and accessible to young, dual-language learners.

The sessions included an overview of foundational math concepts as well as hands-on early math games and activities for the classroom.