From a very young age, children start developing number sense, and as they join school for the first time, a majority have an idea of its concepts. The process is critical because it serves as an intermediate tool used to learn conventional mathematics. In other words, it can be viewed as a conceptual framework that presents number information in a manner that can be understood by the young generation. By studying these analytics, children can gain a better understanding of number relationships and solve mathematical problems involving arithmetic operations, sets, and sequences ( Dougherty et al., 2010 ). The skills gained in this field are critical because they aid in the development of general number intuitions, cardinality, solving complex problems, and the foundation of advanced mathematical skills.
Children are born with a rudimentary number sense and, as such, possess arithmetic capabilities that enable them to count and manipulate symbols representing numeric quantities ( Van, Karp & Bay-Williams, 2010 ). Research has shown that they develop an ability to count from a young age, using fingers or other objects, and, as such, can recognize the number of items in small collections. As Van, Karp & Bay-Williams (2010) notes, this is part of an innate number sense that does not require counting because a child can identify the numerosity in an instant.
Delegate your assignment to our experts and they will do the rest.
Depending on the pattern and sequence of objects, children are at times able to see the number, a process called subitizing. For larger amounts, breaking the dot plates or symbols in a patterned set becomes necessary so that the brain can process the figures and provide accurate estimations. If this is not possible, then one must count manually to determine the number of items in a group.
Counting is essential because it helps a child determine the number of items in a set. It is imperative to note that the last word in the counting sequence represents the quantity of the set ( Van, Karp & Bay-Williams, 2010 ). Numbers will, therefore, relate through the comparison of quantities with equal-to, greater than, or less than relationships. Emphasis is placed on numbers up to 10.
Children engage in the exploration of quantities before they start counting. Knowledge is present from a young age, meaning it is the responsibility of a parent or teacher to nurture these skills. One such skill is verbal counting, where children can count words in order from one onwards as they also connect sequences in one-to-one correspondence in a set of objects being counted ( Van, Karp & Bay-Williams, 2010 ). Concerning this aspect, children can, therefore, be categorized into either pre-counter, reciter, corresponder, or counters.
A child needs to understand the importance of zero in the numeral system. It can be used to indicate that there are no objects in the set that is presented. One can, therefore, use the dot plates to illustrate this to a young one so that the concept can be grasped well. The base-ten system
Numeral recognition and writing are also an essential skill that should be taught to a child. As Van, Karp & Bay-Williams (2010) note, it is just like teaching them the alphabetical system meaning the process has to be accentuated. A calculator can be used so that familiarity with mathematical symbols is gained.
Counting onwards and backward may be considered as an easy task for adults but may prove to be challenging to children ( Dougherty et al., 2010 ). Whereas it may be easy to count forward from a given numeral, going backward in the same sequence is not easy. The main reason is that children do not yet understand the concepts of addition and subtraction.
In addition to the concept of cardinality, children can also gain a better understanding of other skills apart from more or less functions. These include one and two more, one and two less , anchors or “benchmarks” of 5 and 10, and Part-part-whole relationships ( Van, Karp & Bay-Williams, 2010 ). Extensions of numbers up to 20 and their relations are explored in this section.
Dot cards serve as critical tools in developing a child’s cognitive abilities as far as numerical sense is concerned. They help build their comprehension of number relationships and fosters flexible thinking when dealing with numbers. Calendar interpretation can also be taught as an additional skill even though it does not align with number ten relationships.
References
Dougherty, B., Flores, A., Louis, E., & Sophian, C. (2010). Developing essential understanding of number and numeration for teaching mathematics in prekindergarten - grade 2. Reston, VA: NCTM.
Van, W. J. A., Karp, K., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics teaching developmentally . Boston: Pearson/Allyn and Bacon Publishers.
