Number in Early Childhood

Algorithmic Thinking and Mathematical Learning Difficulties Classification

“…Number sense perception difficulties [11][12][13] Subitizing ability deficits [14,15] Practical, pictorial, and symbolic number mode coding and decoding difficulties [11] Enumeration difficulties [17,18] Quantitative numbers sequence perception [36,19] Digits permutations and omissions [39] Digits replacements and reversals [40] Patterns recognition difficulties [45] Memory (retrieval -processing) inefficiency [1] Pre-mathematical Skills [17] Spatial and Geometrical Perception Deficits Calculation symbols confusions [48] Visual mathematical symbols and numbers confusions [46,47] Spatial number arrangement deficits [51] Spatial orientation and direction concepts difficulties [9] Cardinal directions confusions [55] Clockwise motion perception [56] Memory deficits [46] Geometrical thinking deficits [57] Difficulties in recognizing shapes and perceiving their properties [58] Difficulties in definitions, theorems and proofs perception [59] Mathematical induction and deduction logic perception deficits [62,63] Non-Euclidean geometry concepts difficulties [63] Time Perception Deficits Time perception and management deficits [12] Schedule organization failure [13] Deadlines failure [20] Failure in recalling the sequence of past events [21] Time concepts confusions [66] Prior and after notion confusions [66] Calculation Deficits Pre-mathematical concepts perception deficits [73] Memory deficits i.e. recalling simple arithmetic operations…”

“…Additionally, difficulties while numbering in ascending or descending order especially using a random starting point as well as while counting down numbers are also included [36]. Equivalent troubles are noticed while putting quantities in a row due to troubles in instant recognition and estimation of quantities which are related to subitizing ability [37].…”

Letter and numeral identification: their relationship with early literacy and numeracy skills

“…Therefore, it is recommended that children be provided with rich materials that promote symbol use, caring adults that encourage children to discover symbols, and an environment where children may explore print. Gifford (1995) gives examples of themed play settings, such as inside an aeroplane (e.g., seat numbers and dials with numbers on it), a post-office (e.g., post codes), and a grocery shop (e.g., price signs) that can expose the child to both numerals and letters and potentially foster their identification skills in the preschool years. In addition, ubiquitous environmental print that contains both letters and numerals (e.g., car number plates, grocery shop price signs, cereal box labels, and road signs) is a resource that can be used to help children develop their letter and numeral identification skills in the home and educational settings.…”

Development of "hand magic" educational media to introduce the concept of numbers for young learners

“…In this study, researchers developed a "Hand Magic" educational media that has the purpose and intention of facilitating the introduction of a number of concepts in children aged 4-5 years. The concept of numbers is mathematical, which consists of counting, mentioning objects with numbers, connecting objects with numbers, comparing, recognizing, and writing numbers (Gifford, 1995;Linder et al, 2011). The feasibility of learning is the link between the objectives and results of learning, and the completeness of learning outcomes indicates the achievement of planned learning objectives so that learning is said to be effective.…”