Early Mathematical Thinking (EMT) is a set of diagnostic assessment tools intended as a formative assessment strategy to uncover students’ current level of thinking in mathematics and guide instruction. Funded by the Maine Department of Education, its professional development component focused on the use of the EMT tools and relevant cognitive research to enhance student achievement in mathematics. EMT was developed from state, national and international math research as well as cognitive research on how students learn math. It is adapted from the Early Numeracy Research Project (2001), which designed the content of the screening and interview material.
