Using Math Play to Build Language and Executive Functioning (with Clarence Ames)
We tend to think about math, literacy, language, and executive functioning as separate areas of development.
But the research shows they’re much more connected than we might think.
Early math skills are associated with later academic outcomes, and developing those skills draws heavily on language, vocabulary, and executive functioning.
And supporting early math doesn’t have to mean formal instruction.
A lot of it happens through play, conversation, books, games, and everyday routines.
That’s why in episode 269 of De Facto Leaders, I talk with Clarence Ames, an early childhood development researcher and curriculum designer specializing in early math and executive function, about what the research tells us about how young children develop math skills, and what adults can do to support them.
Clarence Ames has worked in Education Research, Implementation, and Policy for 15 years. He has a Master of Science in Instructional Technology and Learning Sciences from Utah State University, and a bachelor’s degree in Public Relations from Central Washington University. He is passionate about helping people develop the skills they need to become independent and self-sufficient, and his life goal is to empower students and teachers to create a system of education in which the only limitations on breadth or depth of learning are one’s own desire, passion, and motivation.
In this episode, we discuss:
✅ What research shows about the relationship between early math, literacy, vocabulary, and executive functioning.
✅ Why early math skills are associated with later academic and life outcomes.
✅ How play, books, games, and everyday routines can build math concepts without formal instruction.
✅What the research says about educational apps and screen-based learning, and why adult interaction makes a difference.
✅How parents can support early math development even if they have their own math anxiety.
In this episode, I mention the Task Execution and Planning Protocol, which gives school clinicians an intervention strategy that takes students from “demand avoidance” and prompt dependence to independence during daily academic and functional tasks.
You can learn more about the Task Execution and Planning Protocol here: https://drkarendudekbrannan.com/taskexecution
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
But the research shows they’re much more connected than we might think.
Early math skills are associated with later academic outcomes, and developing those skills draws heavily on language, vocabulary, and executive functioning.
And supporting early math doesn’t have to mean formal instruction.
A lot of it happens through play, conversation, books, games, and everyday routines.
That’s why in episode 269 of De Facto Leaders, I talk with Clarence Ames, an early childhood development researcher and curriculum designer specializing in early math and executive function, about what the research tells us about how young children develop math skills, and what adults can do to support them.
Clarence Ames has worked in Education Research, Implementation, and Policy for 15 years. He has a Master of Science in Instructional Technology and Learning Sciences from Utah State University, and a bachelor’s degree in Public Relations from Central Washington University. He is passionate about helping people develop the skills they need to become independent and self-sufficient, and his life goal is to empower students and teachers to create a system of education in which the only limitations on breadth or depth of learning are one’s own desire, passion, and motivation.
In this episode, we discuss:
✅ What research shows about the relationship between early math, literacy, vocabulary, and executive functioning.
✅ Why early math skills are associated with later academic and life outcomes.
✅ How play, books, games, and everyday routines can build math concepts without formal instruction.
✅What the research says about educational apps and screen-based learning, and why adult interaction makes a difference.
✅How parents can support early math development even if they have their own math anxiety.
In this episode, I mention the Task Execution and Planning Protocol, which gives school clinicians an intervention strategy that takes students from “demand avoidance” and prompt dependence to independence during daily academic and functional tasks.
You can learn more about the Task Execution and Planning Protocol here: https://drkarendudekbrannan.com/taskexecution
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
Learn more about today's sponsors, Playworks and IXL:
We’re proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.
We’re proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.
If you’re a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time.
These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation.
We’re also thrilled to be sponsored by IXL.
IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:
- Simplify and streamline technology
- Save teachers’ time
- Reliably meet Tier 1 standards
- Improve student performance on state assessments
🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.
