In a new blog post published on the Fred Rogers Center website, The Learning and Teaching Division's Shelley Pasnik--EDC Vice President and Director of EDC's Center for Children and Technology--shares some "informal musings" on two of our current research projects focused on early mathematics learning and invites readers to share their thoughts and questions: "Imagine a 4-year-old. Now imagine a 4-year-old doing math. What comes to mind? Perhaps you see brightly colored numerals scattered on a rug next to where your conjured child is playing, and you hear the sound of her emboldened voice as she counts, '3, 4, 5, 6.' Maybe you picture an adult lingering nearby asking a question, 'How many blue blocks do we have?' Now imagine math in a preschool classroom. How does your picture change when you move into a formal educational setting? Do you form an image of math readiness leading to success in kindergarten and well beyond as federal policymakers would have you do? What about when you add a touch-screen device, like a tablet or an interactive whiteboard, to the mix? What does mathematical thinking look and sound like now that the materials are digital? Over the last couple of years, I’ve had the good fortune of having a front-row seat to this kind of exploration as a result of two research projects. The first is CPB/PBS’s Ready To Learn initiative, which is supported by the Department of Education. The second is Next Generation Preschool Math, a collaboration between WGBH, SRI International, and the Center for Children and Technology, that the National Science Foundation has made possible. These two research efforts, the first a summative evaluation and the second an R&D project, seek to understand what happens to young children’s learning—specifically their math learning—when their preschool teachers have new interactive tools at their disposal...."