National and state statistics show that children who live in poverty and who are members of linguistic and ethnic minority groups are not as successful in mathematics. NAEYC and the National Council for Teaching Mathematics issued a joint position statement that provides guidance in keeping with practice that is developmentally, culturally and individually appropriate. The statement also underscores the importance of building on the children’s existing experiences and knowledge form their own families and culture.
After reading the statement, Early Childhood Mathematics: Promoting Good Beginnings, reflect upon the content. How will you ensure that your students receive equal opportunities in mathematics experiences regardless of socio-economic status, cultural differences or individual abilities? What are some specific strategies or methods you will employ? What obstacles might you face and how can you overcome them? How can you encourage parents to become active in their children’s mathematical experiences and what benefits does such involvement provide?