The Development of Young Children’s Early Number and Operation Sense and its Implications for Early Childhood Education

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Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study (2012, background): “High-quality instruction is necessary to provide support to struggling mathematics learners regardless of disability classification (Baroody et al., 2005, 2009; Fuson, 2009; Gersten et al., 2009).”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, background): “Research suggests that more practice subitizing 1 to 3 would likely increase competence and form a stronger foundation for meaningful learning of early number concepts (Baroody et al., 2006; Benoit, Lehalle, & Jouen, 2004; Butterworth, 2005; Hannula, Lepola, & Lehtinen, 2010).”
Preschool Teachers’ Pedagogical Content Knowledge in Mathematics (2017, background): “Preschool children are active mathematics learners, possessing informal mathematical knowledge (Clements et al. 2004; Baroody et al. 2006; Ginsburg and Ertle 2008).”
Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “These findings are contrary to the frequently stated hypothesis that preschool teachers have negative attitudes toward mathematics compared to other professionals (Baroody et al., 2006).”