Prevalence of Number, Number Relations, and Number Operations Indicators in State Early Learning Standards

Abstract

State Early Learning Standards (ELS) are multi-function tools that inform early childhood instruction and practices. Using an established framework of early numerical development, this study assessed the prevalence of number, number relations, and number operations indicators in ELS, specifically indicators of counting, numeral knowledge, cardinality, relations among quantity and number, and operations. The type of quantity representation and the set sizes, or upper limits, assigned to counting, subitizing, and cardinality were also summarized. State ELS were organized into two groups: Group 1 (n = 23) included states with one set of indicators for preschool (e.g., ages three to five years) and Group 2 (n = 27) included states with at least two sets of indicators for preschool (e.g., 36 to 48 months and 48 to 60 months). Key findings include: (1) how states organize their ELS is associated with level of consensus for the upper limits and set sizes associated with counting and cardinality; (2) notable variability in the prevalence of early number indicators with gaps for indicators of advanced counting, cardinal principle knowledge, symbolic number relations, and ordering; and, (3) differences in how ELS address the type of quantity representation. Results are intended to highlight strengths and shortcomings of state ELS for number, number relations, and number operations and to offer considerations for future revisions.