What Do the Numbers Say? The Math and Literacy Link

In  early childhood education, math  and literacy are often viewed as completely separate learning domains. However, while math and literacy may seem like completely different skills sets, they are actually interconnected and can support the development of one another. Furthermore,  some research has found a strong link between children’s numeracy skills and their reading skills. Strong number sense is the foundation to all mathematical operations and includes things like number identification, comparing numbers, number knowledge and one-to-one correspondence.  Let’s take a closer look at the link between  math and literacy  activities.

Offering opportunities to count objects, sort items and explore patterns support  vocabulary acquisition, comprehension, and critical thinking. For example, when children engage in counting activities, they are not only learning about numbers but also developing important language skills such as number names, sequencing (needed for sequencing stories by beginning, middle, and end), and one-to-one correspondence (needed for identifying individual words in books). Similarly, exploring geometric shapes introduces children to descriptive language and spatial reasoning, which are essential for literacy development.

Incorporating math activities into daily routines  provides opportunities for rich language interactions between adults and children  by encouraging children to ask questions, explain their thinking and practice problem-solving strategies while engaging in meaningful conversations.  For example, you can intentionally 1) line children up using a pattern and see if they can  identify/ complete the pattern, 2) have too few utensils for snack and have children identify the problem and help solve it (how many are we missing/do we need?- how could we get them or what else could we do?), 3) count steps/stairs when walking in the hallway, 4) bring measuring tools to the playground to compare the size of different items, and so much more.  Conversations during these activities not only strengthen language skills, but also deepen mathematical understanding.

Understanding the connection between math and literacy can help educators and families to engage in activities that promote the development of both skills simultaneously. Planning intentional math experiences, especially those focused on numeracy skills, fosters language-rich interactions and develops the foundational skills children need to be successful throughout their educational journey.

Check out article from NAEYC for more information on making math meaningful for young children: https://www.naeyc.org/resources/pubs/tyc/oct2014/making-math-meaningful 

Adapting math activities for children with special needs  requires individualized approaches to meet each child’s unique needs. It involves sharing information in multiple ways and using various sensory modalities including  visual aids, manipulatives, or tactile materials. Offering individualized supports like  visual schedules or simplified instructions can also help children fully participate in activities.  As with all curricula, taking the time to ensure that math activities incorporate children’s strengths and interests  can enrich their learning experiences. Finally, partnering with families, special educators and therapists  can help make sure that your math activities are  accessible and meaningful to children with special needs.

Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education and inclusive classroom practices.

Email her at hallma@iu.edu 

https://www.iidc.indiana.edu/ecc/index.html