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Promising Math

Promising Math is a biennial conference bringing together stakeholders from across the country to share knowledge about the understanding, teaching, and learning of mathematics for children between birth and eight years.

Bridging research and practice around particular and timely issues in early mathematics

The goal is to take into account multiple perspectives on the topic, including those of researchers in cognitive development and education, interventionists who work directly with children and families, professionals who support and educate teachers and parents, and parents/caregivers themselves.

Promising Math is a two-day event that includes a mixture of plenary presentations, roundtables, and panel presentations, all with an important topic in mind that affects early mathematics teaching and learning in America.

Summer institutes

Goals and Vision

The goals of this conference are:

  • To build coherence in math education across the birth to 3rd grade span in the United States
  • To provide a forum for discussing new findings from research, recent trends in the field, and the connections between them
  • To build networks of researchers and practitioners who will work together to inform and improve policy and practice

Each conference centers on a focal topic, which will allow all participants to share, analyze, and plan collaborative work around substantive issues in the field of early mathematics.

Past Events

A teacher is surrounded by young diverse students, all pointing to the table and smiling.

In 2022, the event focused on providing math education opportunities that circumvent or disrupt the systemic racial injustices embedded in our educational systems.

A Black father plays with his child who is stacking blocks.

In 2019, the event focused on how to activate and celebrate math learning in diverse racial, ethnic, cultural and socio-economic family and community contexts.

A child is placing a yellow block used for counting on a table with several other blocks.

In 2017, the event focused on the impact of dual language learning experiences on the construction of mathematical understanding in children from birth to age 8.