Math for young learners is essential and can be a predictor of their future reading ability, according to David Purpura of Purdue University who serves as director of the university’s Center for Early Learning (CEL).
During his Nov. 7 presentation at the Homewood Science Center, Purpura outlined research on educational outcomes for early learners. He repeatedly emphasized the importance of children’s early exposure to math every day.
Purpura explained that “math has its own really specific language,” and that early and ongoing exposure to this language makes math instruction more meaningful. The CEL researches how children acquire math skills, as it studies how parents, caregivers, and teachers introduce and use math language.
The CEL’s research determined that the United States lacks support for a smooth transition from preschool to kindergarten.
“We as a country and an education system don’t do a good job of building on the successes that we do have in preschool, and transitioning that into kindergarten,” he told the audience. The CEL advocates for a stronger, data-based transition between preschool and kindergarten, and for a national campaign about math.
“I need to get Levar Burton to do a math version of Reading Rainbow,” Purpura said, referring to the actor who advocates for reading.
Purpura’s second point highlights the essential role adults play as preschoolers are developing math skills. For example, a month-long community-based CEL program was “encouraging parents to be intentional and support a child in one daily math based activity.”
Purpura notes that the development of math skills “is one of the greater predictors of later reading ability.” The CEL also studies the interaction between parents and the school.
The CEL has researched picture book development, and determined that properly constructed picture books promote math learning. The CEL has used its findings to produce multiple book series in English and in Spanish, including “The Little Elephants Big Adventures.” The books contain three levels of prompts, geared towards different reading levels.
The questions asked become increasingly difficult, and contain built-in scaffolding, he said. This scaffolding occurs as children learn math specific language. Research shows the children are prepared to grasp new concepts in later grades based on this knowledge.
