I grew up at a time when “math was not that important for girls.” My teachers and parents didn’t think it was a problem that I wasn’t very good at math in elementary and high school. By contrast, my brother was really good at math, and that was important because “he was going to need it ─ he was the boy.”
In college I majored in biology because I liked science, barely squeaking through the required chemistry because of math deficiencies. And because of the math deficiencies, I couldn’t go on to graduate school in the sciences. An advisor suggested I go back and fix the math gaps ─ it would “only take a few years.” But who had the time and money to trudge back through math when I already believed it was not possible to do math. My stock answer became, “I didn’t get the gene for math.” So I pursued “nonmath” pathways.
A year ago I interviewed a friend for a Z House Stories blog on reading. She grew up in India and I thought she would have interesting insights to share about the type of stories her parents read to her, and in turn, what she read to her two children growing up in the U.S.
My first question, “Do you remember your parents reading to you as a child?” elicited a “No.”
So I went to the second question, “Did anyone else read to you?” thinking that a sibling, aunt/uncle, or grandparent may have read to her. “No,” she answered quickly.
“Well, at what age do you remember reading on your own?” I went to next, thinking she might have been a highly gifted early reader.
“I really don’t remember reading at a very early age,” she said.
She must have noticed how surprised I was with her answers because she offered the following clarifications. “We did math in my family from the time I can remember. Math problems, pattern work, thinking about math problems. And that’s what I have done with my children too. I didn’t read stories to them, like fairy tales or animal books when they were prereaders. I worked with them on math problems.”
This seemed so antithetical to my views on literacy development that I decided not to pursue the usual “reading” interview questions further. This conversation has stalled inside my mind for more than a year, until this week when I read some new research on the relationship between math and reading.
It’s well known that early childhood education lays important groundwork for a child’s later learning. But it’s not well known that not everything included in preschool education is equally important. So what is most important in preschool education? If you’re thinking, reading, read on…
Researchers analyzing data from the U.S., Canada and Great Britain have looked at the relationship between several measures of school readiness and later school success.They found that math skills are the most important predictor of later success. “Early math concepts [such] as knowledge of numbers … were the most powerful predictors of later learning.[1] While there were also “important predictors such as vocabulary; knowing letters, words and beginning and ending word sounds; and attention skills,[2]” other researchers have found that “early knowledge of math not only predicts later success in math, but also predicts later reading achievement even better than do early reading skills” [3]
And we know how critically important it is for children to develop good reading skills. It’s the sad, troubling statistic that “students who are not proficient readers by third grade are four times more likely to drop out of school compared to those who are proficient readers.” [4] And “children with persistent math problems in elementary school are 13 percentage points less likely to graduate from high school and 29 percentage points less likely to attend college.”[5]
So for those of us who think we can’t do math ─ and why should our children and grandchildren be any different ─ we need to think again.
Five things researchers want us to know about math[6]
#1 Early math can predict later success

Early knowledge of math strongly predicts later success in math.
 Preschool math knowledge predicts achievement even into high school.
 Math knowledge predicts later reading achievement even better than early reading skills.
 Doing more math increases oral language abilities (e.g., vocabulary, inference, grammatical complexity).
#2 All children have math potential ─ the key is to start early
 Children’s “play” can involve math in important ways ─ preschoolers already typically engage in substantial amounts of premath activity in their free play.
 Early childhood programs that include more higherlevel play (e.g., exploring patterns, shapes and spatial relations; comparing magnitudes; counting objects) promote important selfregulation and executive functions in children, regardless of the children’s income level or gender.
 Early math activities lay the groundwork for high quality math ─ and if high quality math education does not begin in preschool and continue throughout the early years, most children will be “trapped in a trajectory of failure.”
#3 Educators underestimate the potential of children to do math
 In many countries ─ not only in the U.S. ─ educators underestimate beginning students’ abilities to do math (e.g., to count or subtract objects).
 When educators underestimate what students already know/can learn in math, they’re not likely to present appropriate, challenging math activities to children.
 The most successful math instruction comes from a specialist who understands the subject matter and the most effective ways young children learn math.
 Most schools do not have early math instructors who specialize in math ─ schools should consider designating a teacher in each grade to be responsible for teaching only math to all students.
#4 Math is for all children
 All students need a “math intervention” and most will benefit from early math.
 The poorest children need math interventions the most. There’s a full threeyear difference in math developmental level for students from lowresource versus highresource communities.
#5 A lot is known about how children think about/learn math
 Educators ─ including parents ─ can use research to plan effective math interventions for children at the preschool and early school levels.
 Good examples of effective models of instruction are the Building Blocks curriculum and TRIAD scaleup model.[7]
And all this leads me to believe that my friend is onto something with her focus on math with her children, just as she learned early math from her parents in India. I contacted her to share my latest thinking, and she described further how she approached math as a parent. “The type of math I have introduced to my children is mostly word problems that result in higher learning. Topics include morals/lessons, inspirational stories, encouragement, the future, possible career choices.” She gave me an example. “As a veterinarian what would you do? The farmer’s wife brings in a mediumsize sick dog. The dog needs pain killers. You know you have ½ teaspoon of medications per 20 lbs. for a buffalo. As a vet, you know the dosage is not the same for a dog. How much would you prescribe for the dog? What is safe to start with?” For a basiclevel, her children read the table she gives them that contains a list of different doses for different animals to find the answer. For an intermediatelevel, her children create an equation and solve the problem. For advanced, they project to different animals and change the dosages. She summarizes: “There’s lots of reading. And there’s applicability to understanding what a vet does. There’s lots of math ─basic and advanced ─plus basic statistics. No matter how you slice or dice the analysis, math/statistics are the basis of life. A universal language that requires no translation – like a smile in any language.”
Her approach raises a challenge for many of us. Do we read stories to our young children or do we lay out math problems? My vote is to do both. And to challenge us to think about the research:
 There is no “gene” for math. We can all do math.
 It’s important to start math early to have the biggest impact on children ─ all of our children.
 The benefits will snowball: we’ll get better math knowledge/skills and reading and later success in school.
 The evidence is in ─ educators should move away from a “reading only” early intervention approach to an approach that adds in math thinking and reasoning.
Now how much medication does that mediumsized sick dog need …
[1] Duncan, Dorset, Claessens, Magnuson, Huston, Klebanov, Pagani, Feinstein, brooksGunn, Sexton, Duckworth, Japel. (2007). School Readiness and later achievement. Developmental Psychology, 43, 14281446.
[2] Romano, Babchishin, Pagani, Kohen. (2010) School readiness and later achievement: Replication and extension using a nationwide Canadian survey. Developmental Psychology, 46, 9951007. Jordan, Kaplan, Ramineni, Locuniak. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Development Psychology. 45. 850867.
[3] Clements and Sarama. (October 2013). Math in the Early Years: A Strong Predictor for Later School Success, in The Progress of Education Reform, Education Commission of the States, Vol. 14, No. 5.
[4] AASCU. (2012). Serving America’s Future: Increasing College Readiness. P. 14.
[5] Duncan and Magnuson, University of CaliforniaIrvine report: Early Math Skills Predict Later Academic Success. So how does math impact reading. What are five findings about math education that are important to think about?
[6] Research findings from Clements and Sarama (October 2013) in Math in the Early Years: A Strong Predictor for Later School Success, in The Progress of Education Reform, Education Commission of the States, Vol. 14, No. 5.
[7] Building Blocks is a math curriculum for young children. The curriculum uses print materials, manipulatives and computers extensively to teach basic math concepts. The approach helps children develop early math skills through everyday activities (e.g., building blocks, art, songs, puzzles, counting numbers, transforming shapes). The curriculum is taught under the TRIAD model (stands for technologyenhanced, researchbased instruction, assessment, and professional development).