The preschool child's concept of number

Abstract

Teachers of elementary school mathematics realize more than ever before how important it is that the child develop an understanding of mathematical relationships and principles. So, to establish a firm foundation for higher order mathematical ideas, the first-grade teacher attempts to give increased emphasis to experiences which facilitate the growth of the concept of number and correspondingly less emphasis to those activities which involve rote memorization of number symbols and facts. Providing adequate experiences of this kind depends, in large measure, on the teacher's knowledge of which aspects of the number concept have been developed in preschool years.