Summary: In their overview for the prekindergarten-grade 2 Standards, the National Council for Teachers of Mathematics (NCTM) documents the value of early mathematical environments. During these early years, young children are building beliefs about what mathematics is and learning about themselves as early mathematicians. What young children learn about math will form the foundation for how they learn and think about mathematics throughout their academic careers. Adults facilitate early mathematics development by creating environments that foster reasoning, thinking, and exploring. In the prekindergarten-grade 2 Standards, NCTM recommends that young children be encouraged to reason and solve problems. In this article, the author shares a story about four-year-old Riley, who demonstrates math abilities beyond her chronological age due to a home environment that makes math purposeful and meaningful. Many of the strategies that Riley’s parents use to create a mathematically rich environment at home can be applied in the classroom as well. First, students need to be encouraged to cognitively engage with the world around them. Teachers should encourage their students to ask questions and should guide them toward figuring out the answers for themselves. Like Riley, students must develop a sense of competence in their own ability to solve problems. This will develop through interactions with adults who demonstrate faith in the children’s developing problem-solving skills. (ERIC)