Preschool Mathematics
In a December 21, 2009 New York Times article entitled “Studying the Workings of Young Minds, and
How to Teach Them” author, Benedict Carey cites brain research to explain how we should be teaching
young children mathematics. Recent findings, from a branch of science called cognitive neuroscience,
help scientists understand when young brains are best able to grasp fundamental mathematical
concepts. By 18 months children begin recognizing geometric shapes. A crude “number instinct” is hard
wired into the anatomy of the brain. Mammals, for example, can quickly recognize which tree has more
fruit. By preschool the brain is struggling to link three crucial concepts; physical quantity (seven
marbles) with abstract digit symbols (“7”) with corresponding number words (seven). In other words,
young children are capable of learning mathematical concepts much earlier than we had previously
thought (Carey, 2009).
At Greenfield Preschool, as well as the other Birmingham Public School Preschools, teachers are using
aspects of two different math curricula to teach pre-kindergarten math skills. Growing With Math:
Explorations is the curriculum for three year olds. It has great small group activities, many
manipulatives, and incorporates children’s literature to teach math concepts. Everyday Math for
Preschool (3rd edition) is the curriculum for the four year old programs. In addition, teachers of three
year olds use some of the core activities from this program as well. Everyday Math For Preschool (3rd
edition) prepares children for kindergarten mathematics. The Birmingham School District uses
Everyday Math kindergarten through 12th grade. For children attending BPS Preschool Programs the
kindergarten math curriculum will seem like a natural progression.
Young children’s early experiences shape their attitudes toward mathematics. Therefore, it is important
that the curriculum is engaging, encouraging, and designed to lay the groundwork for further
mathematics learning. In order to develop your child’s natural interest and enjoyment of mathematics
the pre-kindergarten curriculum focuses on the following key ideas:

Use of Appropriate Manipulatives
We know that young children think in concrete terms. They must be able to manipulate objects
in order to grasp mathematical concepts. The program links numbers to objects, to rhythms, to
chairs, to toys in the child’s physical world.

Weave math into everyday activities and routines
Mathematics is more meaningful when it is explored through experiences. The most important
and interesting experience for young children is play. For this reason, many of the learning
activities are designed as structured play, integrated across the curriculum.

Focus Instruction
Mathematics instruction is focused. Using “hands on” activities teachers make mathematics
instruction a priority. The curriculum provides ideas for differentiating learning.

Revisit Key Concepts Regularly
We know that children learn through repetition. The curriculum provides engaging
opportunities to reinforce key concepts over time until they are secure.

Solve Problems Together
Language, tools, and interaction with other people (including peers) all increase children’s ability
to acquire skills and concepts. Most activities have a collaborative component (partner, small
group) and include time for discussion. Children share how they arrived at the answer with
others. Teamwork is key.

Create a Home/School Partnership
The curriculum provides home links so that parents can reinforce skills at home. By showing
interest in mathematics learning parents teach children that mathematics is important.
“Studying Young Minds, And How To Teach Them” by Benedict Carey. New York Times. December 21,
2009 (p. A1, A23).
Everyday Mathematics: Home Connection Handbook Early Childhood. Wright Group/McGraw Hill.
Chicago, Illinois. 2007.