Clements, Douglas H.; Sarama, Julie; DiBiase, Associate Edito; DiBiase, Ann-Marie

• Part I: Major Themes and Recommendations 1. Major Themes and Recommendations Part II: Elaboration of Major Themes and Recommendations Section 1: Standards in Early Childhood Education 2. Standards for Preschool and Kindergarten Mathematics Education 3. Mathematics Curriculum in the Early Childhood Context Section 2: Math Standards and Guidelines 4. What is Developmentally Appropriate in Early Childhood Mathematics Education? Lessons from New Research 5. Pre-K to Grade 2 Goals and Standards: Achieving 21st-Century Mastery for All 6. The Role of Psychological Research in the Development of Early Childhood Mathematics Standards 7. The Developmental Bases for Early Childhood Number and Operations Standards 8. PSSM from a Constructivist Perspective 9. A Prospective Developmental Perspective on Early Mathematics Instruction 10. Geometric and Spatial Thinking in Early Childhood Education 11. Measurement in Pre-K to Grade 2 Mathematics Section 3: Curriculum, Learning, Teaching, and Assessment 12. Making Sense 13. Number Worlds: A Research-Based Mathematics Program for Young Children 14. Fostering Preschool Children’s Mathematical Knowledge: Findings From the Berkeley Math Readiness Project 15. Technology in Early Childhood Mathematics: Building Blocks as an Innovative Technology-Based Curriculum 16. Mathematics Problem-Solving Adventures: A Language-Arts-Based Supplementary Series for Early Childhood That Focuses on Spatial Sense Section 4: Professional Development 17. Early Childhood Mathematics Instruction: Seeing the Opportunities among the Challenges 18. The Early Childhood Collaborative: A Professional Development Model to Communicate and Implement the Standards 19. The Professional Development Challenge in Preschool Mathematics Section 5: Toward the Future: Implementation and Policy 20. Mathematics Guidelines for Preschool