Meaningful Early Childhood Mathematics Instruction

Higher Education Faculty Series:  February 19, 2015
Presented by Dr. Art Baroody

Knowledge needed to teach mathematics meaningfully: (a) content, (b) student, (c) pedagogy.

Understanding of the content—the mathematics taught in Pre-K to grade 3 and beyond (e.g., bugaboos such as fractions).

Understanding the student—the development of children's mathematical knowledge and thinking (e.g., the importance and limitations of informal knowledge).

Understanding pedagogy—how to build a bridge between content and student (e.g., the roles of learning progressions and assessing developmental readiness).


Art Baroody is currently a Professor Emeritus of Curriculum & Instruction at the University of Illinois at Urbana-Champaign. He received his Ph.D. in educational and developmental psychology from Cornell University in 1979. His research focuses on the development of number, counting, and arithmetic concepts and skill from preschool to grade 2. His current research focuses on developing and evaluating discovery-based software designed to fostering young children’s number and arithmetic concepts and skills. He is the co-author of the Test of Early Mathematics Ability (3rd edition; published 2003 by Pro-Ed). Art is the author of a number of books on teaching children mathematics, including Fostering Children’s Mathematical Power: An Investigative Approach to K—8 Mathematics Instruction (published 1998 by Erlbaum Associates). He regularly consults for PBS and PBS-related projects.  Art is a co-author of the 2013 What Works Clearinghouse Teaching math to young children: A practice guide (U.S. Department of Education ).