# 9.6: Guiding Principles for Supporting Math

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The following principles will guide teachers’ classroom practices in establishing a high-quality, challenging, and sensitive early mathematics preschool program. These principles are partially based on the ten recommendations in Early Childhood Mathematics: Promoting Good Beginnings set forth by the National Association for the Education of Young Children and NCTM in 2002.

• · Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge
• · Encourage inquiry and exploration to foster problem solving and mathematical reasoning
• · Use everyday activities as natural vehicles for developing preschool children’s mathematical knowledge
• · Introduce mathematical concepts through intentionally planned experiences (in addition to what they spontaneously engage in)
• · Provide a mathematically rich environment
• · Provide an environment rich in language, and introduce preschool children to the language of mathematics
• · Support English learners in developing mathematical knowledge as they concurrently acquire English
• · Observe children to discover opportunities to clarify, extend, and reinforce their existing mathematical concepts and to help them discover new mathematical concepts
• · Provide an environment in which all children can learn mathematics, set appropriately high expectations for all children, and support individual growth
• · Establish a partnership with parents and other caregivers in supporting children’s learning of mathematics[1]

[1] The California Preschool Curriculum Framework, Volume 1 by the California Department of Education is used with permission

[2] Image by Lisa Stevens is licensed by CC-BY-2.0

This page titled 9.6: Guiding Principles for Supporting Math is shared under a not declared license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.