The Importance of Early Numeracy

In 2007, a study led by Greg J. Duncan, PhD, of Northwestern University, researchers conducted a meta-analysis of the results of six large-scale longitudinal studies. The findings suggest that an early understanding of math concepts is the most powerful predictor of later school success.

Duncan, G.J, et. Al. (2007). School Readiness and Later Achievement. Developmental Psychology, Vol. 43, No. 6

Take a moment to let that sink in. Early math understanding has been found to be the clearest indicator for later success in academics – all academics, not just mathematics. This was found to be the case in comparison to early literacy and social-emotional skills. The implications of this research are astounding. If early numeracy predicts overall academic success, then we need to stack the deck in our students favor.

Though published over 5 years ago, these findings are resurfacing, as there is a national call for pre-kindergarten standards to be included in the Common Core for State Standards. Massachusetts is to be applauded for this addition to our state standards. But the inclusion of standards is just the beginning.

We need to share this message with parents, day care providers, community leaders, programs for early childhood licensure, preschools – a vast array of players are involved with our students before they enter our doors. This task is huge, but I believe we can make inroads. Just as in literacy, families are encouraged to read to their children from birth, we need the word to spread about early numeracy. We need to involve the media, our pediatricians, anyone who influences our young children.

 Once children enter the pubic school system, we need to assess for gaps in foundational knowledge and intervene immediately, with a sense of urgency. We need to surround young students with a rich mathematical learning environment. We can provide collections to sort, count, compare, and classify. We need objects and shapes for construction, and forming generalizations about how our concrete world works. We need to embrace numbers in our world. In other words, we need to pull from the lessons we learned in literacy. Just as we have learned to provide print rich environments, we need to do the same regarding numbers. We need to present students with opportunities to solve problems, to think deeply about the numbers and quantities in their worlds, and give them opportunities to discuss their conclusions – from the beginning of their education.

 We need to also provide our early childhood educators with clear examples of meaningful lessons and activities for their students. We need to support professional development in this area. From Stipek, Schoenfeld, and Gromby, “The most commonly encountered activities in preschool are among the least effective for teaching children math. Learning to count by rote teaches children number words and their order, but it does not teach them number sense, any more than singing the letters L-M-N-O-P in the alphabet song teaches phonemic awareness. Knowing that "four" follows "three" is of minimal value if a child doesn't know what "four" means. Paper-and-pencil tasks (e.g., drawing a line from the numeral 4 to a picture of four apples; coloring in an outline of the numeral 4) are fine for practice, but they don't teach children a sense of number. The goal of math instruction is to help children develop, discuss, and use efficient, accurate, and generalizable methods to solve mathematical problems. To achieve this goal, young children need problems to solve and latitude to construct their own strategies. Teaching math effectively requires a focus on children's understanding of the core foundational concepts in mathematics.”

 Math Matters, Even for Little Kids” by Deborah Stipek, Ann Schoenfeld, and Deanna Gomby in Education Week, Mar. 28, 2012 (Vol. 31, #26, p. 27, 29)

 As you can probably tell, this is a topic that I am passionate about. I believe that we need to share the results of this research with everyone and anyone who will listen, and that our new standards give us a platform and an opportunity that is long overdue.

 I offer you this challenge: Determine 3 things you can do today to support early numeracy in your classroom / school / district / community.

 Let the fun begin!

Sue Looney,  President – LMC