Chapter 3: Knowing the Mathematics in Early Childhood Mathematics

In recent years, early childhood professionals have been rethinking their approach to mathematics education (Clements, Sarama, & DiBiase, 2004). It has become increasingly evident that free play is not sufficient to promote solid mathematics learning in many children, particularly the poor, who have the greatest need (Bowman, Donovan, & Burns, 2001). As a result, the current view, echoing a position influential in earlier periods of our history (Balfanz, 1999), proposes that intentional teaching of mathematics to young children is both appropriate and desirable. In a joint position statement, the two leading professional organizations in the area (National Association for the Education of Young Children and National Council of Teachers of Mathematics, 2002) assert that, “... high-quality, challenging, and accessible mathematics education for 3 to 6-year-old children are a vital foundation for future mathematics learning” (p. 1).