Research Brief: Early Math Instruction

Early mathematical thinking develops long before children enter school and provides a strong foundation for future learning. Research shows that young children actively construct mathematical understanding through exploration, play, problem solving, and meaningful interactions, making the early years a critical time for mathematics instruction.

This State of the Field Research Brief synthesizes current research on how children develop mathematical thinking across the preschool through Grade 3 (PK–3) continuum. Grounded in the Pedagogy of Early Learning, it explores the instructional conditions that support meaningful mathematics learning, including eliciting and building on children's ideas, mathematical discourse, problem solving, and other research-informed instructional practices across PK-3.

Designed for state and local education leaders, educators, and parents and families, the brief offers research-informed recommendations for strengthening early math instruction and advancing mathematical learning across the PK–3 continuum.