Erikson Institute
$500,000 over two years in support of a professional development program for teaching mathematics in Chicago Public School early childhood classrooms

American students lag behind their peers from other industrialized nations in mathematical reasoning and problem solving. The beginnings of this pattern start early on, particularly for those who live in poverty and belong to minority groups. Early intervention helps young children build a strong foundation for future mathematics learning and contributes significantly to school achievement in later years.

In November 2006, Erikson Institute – a nationally recognized graduate school for early childhood educators and child development professionals – conducted a survey of 340 Chicago Public School (CPS) early childhood teachers. The survey uncovered teachers’ beliefs, knowledge and practices in early mathematics education. It also helped them pinpoint teachers’ needs in this academic area.

Nearly 300 teachers and more than 9,000 children in CPS kindergarten, Head Start, and pre-kindergarten classes will gain from a three-year program to help teachers develop the needed math competencies to provide quality math education for young children. Erikson Institute is partnering with CPS Office of Early Childhood Education to support this crucial early mathematics teaching initiative.
http://www.erikson.edu/default/research/projects/projectdetail.aspx?c=533