For Families

New Article for Families of Students doing Elementary Math!

Quick Tips on Supporting Math At Home

¡Estos Folletos Incluyen Ideas para Apoyar las Matemáticas en Casa!

Les mathématiques sont tout autour de nous !

Early Math: Book Resources & Reading Tips

For ages 2-4: http://www.mathicalbooks.org/portfolio/ages-2-4/

For ages 5-7: http://www.mathicalbooks.org/portfolio/ages-5-7/ 

Tips for Read-Alouds in Math - This resources provides research-supported ways to engage children in math through books. It also includes a large list of books for children in multiple areas of math.

Our Online Games

If you have some time to play with shapes with your child, try the Free Explore level of our Shape Puzzle game! (Login to see the game)

  • In this version of the game, the child can put together any group of shapes, as long as they touch but don't overlap. 

  • Then, a family member or friend can try to make the same shape, using an outline of their design as a guide!

  • All other levels of the game are for your child to play independently.

Resources for Family Math from our partners in the DREME network

Featured Articles about Early Math

Parent and Family Digital Learning Guide **NEW**

  • Guidance about online learning

Five Math Myths

How to Nurture Your Child's Mathematical Mind

Math plus Executive Function - Doubling the Impact of Learning Time

Building Blocks of Early Childhood Mathematics

Computers and Young Children

Creative Pathways to Math

The Earliest Geometry

Easy As 1, 2, 3! How noticing and naming numbers jump-starts math

Math in the Early Years

Math Matters

Math Play: How young children approach math

Myths of Early Math

The Number-Letter Connection

Focal Points - Pre-K to Kindergarten

Teaching Math: A Place to Start

What Is Developmentally Appropriate Teaching?

Your Child's Geometric World

Your Child's Mathematical Mind

Same Shape Stacker: Developmental Video

Special Thanks To

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.