Research Report: Early Mathematics Learning and Development

This study investigates the implementation and impact of the Promoting Readiness in School Mathematics (PRiSM) program, an innovative initiative designed to enhance early childhood mathematics education by fostering strong partnerships between educators and families. PRiSM integrates professional development for teachers, family education workshops, and an AI-driven tool called PAL (Personal Assistant for Learning) to provide personalized, just-in-time support for math activities in and out of school. Piloted with 10 preschool classrooms and approximately 100 families, the program aims to increase math knowledge and confidence among teachers and parents, boost the frequency and quality of math activities in both classrooms and homes, and ultimately improve children's math readiness for kindergarten. Using a mixed-methods approach, we collected quantitative data on math knowledge, attitudes, and activity frequency, as well as qualitative insights from focus group interviews. This research addresses critical gaps in early math education, offering a model for strengthening home-school partnerships and promoting equity in early mathematics learning. Findings contribute to our understanding of effective strategies for supporting early math development and inform future interventions in diverse educational settings. 

We describe phase one of a design-based research project, developing a theory of teachers' professional discretion supporting ambitious mathematics teaching within early childhood STEM+C project-based learning. This developmental theory guided the design of three "dosages" of professional learning for EC educators (teacher leaders, in-service teachers, and preservice teachers) to build capacity for STEM+C in high-poverty schools in one large school district. In the session, we describe why and how this model of teacher professional discretion guided our work with EC STEM+C educators across career stages; illustrate the curricular, instructional, and assessment designs used in the project; and explain how we will refine the model with data from the project. 

To further the discourse on the impact of personalized learning on math achievement for early learners, [Institution] is conducting an independent, multi-year, large-scale randomized controlled trial of the My Math Academy program. My Math Academy is a highly engaging technology innovation for early elementary students that provides a personalized mastery-based learning ecosystem. Schools were randomly assigned to either the treatment condition (use My Math Academy) or the control condition (teachers continue business as usual math instruction). Thirty-six kindergarten teachers from 14 schools participated in Cohort 1, and 50 teachers from 27 schools are participating in Cohort 2. Kindergarten students' math achievement is measured with a standardized one-on-one assessment, students' usage data in My Math Academy is tracked, and teachers participate in interviews about their implementation experiences. Initial results from Cohort 1 indicated that students met usage thresholds. Teachers felt that students were engaged while using My Math Academy, and the program supported their students' math learning, providing additional support to struggling learners and enrichment for advanced students. 
Session participants will have the opportunity to review a prepared dashboard of student data from My Math Academy. We plan to engage audiences in a short discussion about the data, mimicking a teacher's role. Participants will discuss the next steps they would take in following up with students, increasing usage, and adjusting their classroom instruction to offer remediation or enrichment.