Pre-K Mathematics FAQ

Do we teach calendar math?

Calendar Math is a routine that fosters the understanding of the calendar, patterning, graphing, etc. This routine could be used during the opening of the day, not during math. It was developed in 1991 (25 years ago) and is not aligned to Maryland’s College and Career-Ready Standards Links to an external site.. Furthermore, according to the National Association for the Education of Young Children journal, Young Children, “using concrete materials with a responsive adult to question and guide learning, is likely to be more meaningful and beneficial than having your children participate in a whole group discussion of such concepts centered on the calendar.” 

What should I use to plan mathematics?

Teams should plan using the Prekindergarten Mathematics Canvas pages in order to ensure they are teaching the standards as intended; outside resources have not been vetted by curricular offices as to their quality or accuracy. When planning, teachers must balance the needs presented by the child’s age as well as current instructional need.

Suggestions for teaching mathematics concepts in a research-based, developmentally appropriate manner are included in the following resources, provided to all teachers:

• Developing Math Concepts in Pre-Kindergarten by Kathy Richardson
• Developing Number Concepts: Counting, Comparing & Pattern by Kathy Richardson
• Hands On Standards(Pre-K/K)
• Math Intervention: Building Number Power by Jennifer Taylor-Cox
• The Young Child and Mathematics by Juanita Copley
• Teaching Student-Centered Mathematics by John Van de Walle
• Prekindergarten Mathematics Canvas Page

Are the mathematics standards developmentally appropriate?

Yes! It is important to remember that developmentally appropriate practices balance the needs of the learners’ age with their developmental progression. When you meet children at their developmental level and work within their zone of proximal development Links to an external site., you are being developmentally appropriate.

According to Douglas Clements, “perhaps the most common criticism of the Common Core State Standards-Mathematics for young children is that they are not ‘developmentally appropriate’ (e.g., Meisels, 2011)... However, much of the mathematical thinking that some people say ‘cannot be done’ until age 7 (or whatever) can be learned by children - most children -in high-quality environments. Further, children learn such thinking with understanding and joy - that’s developmentally appropriate. One might still argue that the [standards] goals are inappropriate for some group of children. But this will be true of any set of standards that pose a worthwhile challenge to them... Based on learning trajectories, teachers should always be working on the challenging-but-achievable levels for their class and for the individuals in it. But that does not mean we allow children starting at lower levels to stay behind others. That would relegate them to a trajectory of failure. Instead, we should work together to help them build up their mathematical foundations. And given this support, they do.”