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Location: Kern County, California / Teachers impacted: +40
Grade levels: Transitional Kindergarten (TK)
Focus: Professional Development Series — “Unpacking Play-Based Math Learning.”
Collaborating since: 2024
In the Transitional Kindergarten (TK) classrooms of Kern County, California, a quiet revolution in early math education is underway.
Through a dynamic and hands-on Professional Development (PD) series called Unpacking Play-Based Math Learningcreated in collaboration with the Kern County Superintendent of Schools (KCSOS) and led by Dr. Judith Fábrega, PhD, Innovamat is helping teachers redefine what math learning looks like in the earliest years of school.
This PD series is not only transforming the way teachers approach math instruction. It’s also reinvigorating their passion for teaching and reshaping classrooms to be more joyful, inclusive, and student-centered.
One of the most powerful outcomes of this PD series has been the transformation in how educators view both mathematics and their role in teaching it. Through workshops focused on play-based learning strategies, teachers have gained tools to help young students explore math in organic and joyful ways.
“The first thing I noticed was everything was hands-on. It’s not just like they’re telling you things. We do the activities the kids are going to do. We are the students. I have actual activities that are linked to actual foundations… I’ve seen them, I’ve done them, and now I can take them back to my classroom.”
— Kami Clark, TK Teacher at Beardsley Elementary School, Bakersfield.
Led by Dr. Judith Fábrega, whose expertise uniquely bridges early childhood education with mathematics, teachers gain access to a high-quality, research-informed experience that translates theory into practical, engaging strategies.
Educators highlight how this PD experience has changed the way they structure their lessons. Rather than rigidly following a script, they now embrace flexibility, creativity, and responsiveness, making space for student curiosity.
“This training has given me a different way of thinking about how I teach math and challenged me… it helps me be a better teacher in lots of areas and think differently.”
— Karen Howard, TK Teacher at Harris Elementary, Bakersfield City School District.
The emphasis on meaningful play and open-ended exploration ensures that math learning is not only retained, but truly understood, even by four-year-olds.
The PD series has also created a strong sense of collaboration and community among Kern County educators. Teachers across districts and schools come together to share their experiences, discuss challenges, and celebrate successes. This professional dialogue has become a powerful tool for growth.
“It’s rare to find somebody who has a doctorate in math but yet a specialization in early education… it’s helping our TK teachers really understand the purpose behind the math they’re teaching.”
— Cole Sampson, Chief Curriculum and Instruction Officer, Kern County Superintendent of Schools (KCSOS)
These sessions not only support math education but build the confidence and community teachers need to make lasting changes in their practice.
Perhaps the most significant shift sparked by this PD has been a renewed belief in every child’s potential to engage with math. By embracing Universal Design for Learning (UDL) and low-floor, high-ceiling activities, educators are creating learning environments where all students— regardless of background or ability— can thrive.
“We read these concepts on paper and think: ‘Oh, that’s too advanced, a four-year-old can’t do that.’ But when you do it through play— with a block or with pictures— they are mastering these skills. It’s so awesome.”
— Kami Clark, TK Teacher at Beardsley Elementary School, Bakersfield.
This shift in mindset has empowered educators to see play not as a break from learning, but as the most developmentally appropriate path to deep, lasting mathematical thinking.
TheUnpacking Play-Based Math Learning PD series is a clear example of how empowering teachers can lead to transformative change in classrooms. Kern Count’s educators are now better equipped to make math accessible, joyful and meaningful— laying the foundation for academic success that extends far beyond TK.
“This is the first of a series that we hope to continue next year with bringing Innovamat back to kind of repeat this same content for an additional 30 teachers.”
— Ami Moser, Coordinator III Early Childhood Education and UPK, Curriculum and Instruction (KCSOS)
With a growing waitlist and enthusiastic word of mouth, the program is well on its way to becoming a must-attend experience for early educators across California.
