Early Numeracy Curriculum
Lay the foundation for Math instruction
The researched-based Early Numeracy Curriculum teaches early developing numeracy skills to elementary students with significant developmental disabilities, including autism. Its primary objective is to lay the foundation for later math instruction by stressing fluency in number sense. It begins with counting with one-to-correspondence and progresses to more complex skills like using sets for addition and creating ABAB patterns. Lessons are taught systematically incorporating scripted lessons, least intrusive prompt strategies, teachable objectives, and ongoing assessments. The 24 lessons (divided among four progressive units) focus on fun themes, like Mardi Gras or bugs, and give students ample opportunity to practice using a variety of hands-on materials.
The Early Numeracy content aligns with the Common Core and four of the five NCTM Standards: Numbers and Operations, Algebra, Geometry, and Measurement.
- Fun themes and stories enhance student appeal
- Scripted lessons increase teacher fidelity and reduce prep time
- Embedded instructions for assistive technology
- A wide variety of hands-on materials
- Ongoing progress reports using Math Fun and end-of-unit assessments
|Counting with one-to-one correspondence||Identifying symbols =, >, <|
|Counting movable and nonmovable objects||Recognizing, extending, and creating ABAB patterns|
|Identifying and naming numerals 1 to 10||Measuring using a calendar|
|Rote counting to 20||Measuring with nonstandard units|
|Creating and adding sets to 10||Measuring with standard units|
|Comparing sets for =, >, and <|
The Early Numeracy Curriculum includes Teacher’s Guide, Implementation Guide, Math Stories, 4 Math Fun workbooks, Student Response Book, Assessment Manual, work board and overlays, games, game cards and pieces, graphic organizer posters, counting pieces, theme-based counting objects, number and symbol tiles, ruler, play money, and PDFs on Win/Mac CD.
By Bree Jimenez, PhD, Diane Browder, PhD, and Alicia F. Saunders, MA.
Early Numeracy Research
Jimenez, B. A., & Staples, K. (in press for March 2015). Access to the common core state standards in mathematics through early numeracy skill building for students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities.
Jimenez, B. A., & Kemmery, M. (2013). Building early numeracy skills in students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 48, 479-490.
Browder, D. M., Jimenez, B. A., Spooner, F., Saunders, A., Hudson, M., Bethune, K. S. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 37, 308-320.
Browder, D. M., Jimenez, B. A., Mims, P. J., Knight, V. F., Spooner, F., Lee, A., & Flowers, C. (2012). The effects of a “tell-show-try-apply” method on teachers’ instructional alignment. Teacher Education of Special Education, 35, 212-227.