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
- For ages 5-7
- For ages 8-10
- 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.
- Math Books List
Our Online Games
To create a student account, follow these instructions.
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)
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In this version of the game, the child can put together any group of shapes, as long as they touch but don't overlap.
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Then, a family member or friend can try to make the same shape, using an outline of their design as a guide!
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All other levels of the game are for your child to play independently.
Resources for Family Math from our partners in the DREME network
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Early Math Learning Kit for Families in English and Espanol!
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Magician's Trick: A Magic Game to Help Your Child with Counting
Featured Articles about Early Math
- Parent and Family Digital Learning Guide **NEW**
- 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
Composing3DShapes_SameShapeStacker_Developmental
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.
