Building Blocks for early childhood mathematics

This research foundation paper describes the curriculum development of the Building Blocks project, a National Science Foundation–funded initiative designed to help young children develop a strong foundation in. The program emphasizes key mathematical “building blocks” organized around two broad domains: spatial and geometric competencies and numeric and quantitative concepts. Research cited in the paper indicates that young children naturally possess intuitive and informal abilities in these areas, which the curriculum seeks to develop through structured learning experiences.

The curriculum development centers on a design based research model that integrates theory, empirical research, and iterative testing. The process includes several phases: identifying key mathematical domains, constructing cognitive models of children’s mathematical thinking, developing hypothesized learning trajectories, designing curriculum activities and digital tools, and testing these components through observations, interviews, pilot classroom implementations, and iterative refinement.

Example learning trajectory levels for addition include non verbal addition, small number addition, finding results, finding change, and counting on. Activities such as “Double Trouble,” “Dinosaur Shop,” and “Number Pictures” use manipulatives, play scenarios, and digital tools to support children’s engagement with mathematical ideas.

Initial pilot classroom testing showed positive learning outcomes, including gains in children’s ability to add and subtract small numbers and improvements in mathematical thinking. Quantitative results from early evaluations showed large effect sizes for addition learning (greater than 0.8), indicating strong educational impact in initial field tests.

Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181–189. https://doi.org/10.1016/j.ecresq.2004.01.014