In the primary grades, engaging in counting collections provides students with regular opportunities to make sense of numbers in dynamic ways, build social skills, and communicate about mathematics. This article aims to guide elementary educators through a team's process of planning and implementing counting collections in kindergarten. Counting…

Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control…

The same and different routine offers an opportunity to build a strong foundation for future grades while also deepening the experiences of prekindergarten and transitional kindergarten students. Students have opportunities to make sense, share ideas, and engage in the ideas of others. We conjecture this type of experience supports students and…

Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest-posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer,…

In this article, the authors share frameworks for problem types and students' reasoning about integers. The authors found that all ways of reasoning (WoRs) were used across grade levels and that specific problem types tended to evoke particular WoRs. Specifically, students were more likely to use analogy-based reasoning on all-negatives problems…

This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic…

Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas…

Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5-6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming…

An Australian longitudinal study of 319 Kindergartners developed, implemented and evaluated an intervention, the Pattern and Structure Mathematics Awareness Program (PASMAP). It comprised of repetitions and growing patterns, structured counting and grouping, grids and shapes, partitioning, additive and multiplicative structures, measurement and…

The relation between mathematical achievement in early childhood and future academic success is well established. However, the effect of instruction on mathematical performance is less well-documented and often reliant upon self-report instruction measures and standardized achievement measures. Therefore, this study seeks to use observational data…

This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children's activities. Inspired by the childcare centres in…

Building students' understanding of cardinality is fundamental for working with numbers and operations. Without these early mathematical foundations in place, students will fall behind. Consequently, it is imperative to build on students' strengths to address their weaknesses with the notion of cardinality.

In this study we investigated the development of 245 kindergarteners' mathematics problem solving (MPS) at two time points within 7 months using a cognitive diagnostic test, which measured three cognitive components (mathematical knowledge and skills, semantic understanding, and quantitative reasoning) with eleven cognitive attributes. The effects…

This study used hierarchical linear modeling to examine the relationship between an internet-based mathematics formative assessment and data from a mathematics summative assessment for primary grade learners (ages 5-7). Results showed a positive relationship between formative assessment data related to the concepts of counting and decomposing…

In basic regression discontinuity (RD) designs, causal inference is limited to the local area near a single cutoff. To strengthen the generality of the RD treatment estimate, a design with multiple cutoffs along the assignment variable continuum can be applied. The availability of multiple cutoffs allows estimation of a pooled average treatment…