When Ontario was introducing full-day kindergarten in 2010, Robertson Program Research Lead Dr. Joan Moss was investigating and developing ways to enhance mathematics education in the early years. The project, Math for Young Children (M4YC), focused on investigating and developing ways to enhance mathematics education in the early years.

Many studies pointed to the importance of mathematics learning in the early years. Greg Duncan, distinguished professor of educational policy, reported that early math skills, even more than literacy skills, were the best predictor of later academic success1. This was an important moment in education to re-think and invigorate the early math curriculum.

“Math in early years classrooms typically focused on the development of number sense, despite calls from Ontario’s Ministry of Education, and important bodies like the National Council of Teachers of Teachers of Mathematics,” says Moss, now Professor Emerita at the Ontario Institute for Studies in Education (OISE), University of Toronto. “They urged that equal time and focus be given to the teaching of geometry and measurement — topics grounded in spatial reasoning and thinking.”

At the same time, surveys of teachers’ practices in Ontario revealed that, of all the five strands in the math curriculum, measurement and geometry received the least amount of classroom time. Ontario was not alone: this lack of attention to spatial topics and spatial thinking was pervasive internationally2. Moreover, when spatial topics were taught, the focus tended to be limited, often restricted to labeling and sorting geometric shapes.

“Our goal with M4YC was to collaborate with teachers and school board math consultants to test and develop resources that focused on practical ways to bring spatial reasoning into the classroom,” says Moss. “We wanted to create classroom activities and resources that develop spatial skills in a playful, engaging ways.”