With the clearly presented Big Ideas as a focus, teachers get a better understanding of foundational mathematics concepts, allowing them to become more intentional in teaching, more thoughtful in their curriculum choices and analyses, and more flexible and responsive to children’s mathematical thinking and behaviors. Readers are able to focus their instruction on mathematics that is central, coherent, and rigorous.
Teachers see how to unpack content strands identified by the NCTM and map pathways to meet the Common Core State Standards for Mathematics.
Readers get a clear sense of the focus of each chapter through the book’s chapter organization, each focusing on one early mathematics topic, and each heavily influenced by the authors’ understanding of early childhood development and cognitive development in mathematics.
Each topical chapter helps teachers:
- Understand the definitions of the Big Ideas with teacher-friendly, but mathematically precise language.
- Anchor each big idea through “Math Snapshots” (classroom scenarios), “Teacher Talk” (reflections and tips), and classroom examples.
- Clarify misconceptions.
- Use activities for enacting the Big Ideas.
- Understand learning trajectories.
- Call attention to mathematics-related language.
- Work effectively with dual language learners.
- Make connections to children’s literature.
Implementing the Big Ideas is made familiar, fun, and possible through the book’s Math Snaphots in each topical chapter, which describe how skillful early childhood teachers help young children grasp Big Ideas, clarify their understanding, and connect math concepts with other areas of learning.
Readers get a first-hand look at the Big Ideas in action in the videotaped preschool or kindergarten math lessons for each topical chapter, which show early childhood teachers and children working on Big Ideas through fun, engaging activities, plus the teachers’ reflections on the implementation process.
Readers learn from the experiences of over 300 prekindergarten and kindergarten teachers from the Chicago area who have tested the Big Ideas in their own classrooms. The quotes from teachers of young children, called “Teacher Talk,” reflect on personal experiences in understanding and implementing the Big Ideas in the classroom.
Practical help for implementing the Big Ideas is featured in the “Implications for Teaching” sections that include activities, strategies, or methods that teachers can put to immediate use in their teaching.
Awareness of children’s varied levels of math experience and understanding is aided through the developmentally-oriented chart in each topical chapter, whichgives teachers ideas, skills, or activities that may build on one another among children a

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Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know, 1st edition

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