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Hello again!
This week, I want to start with a specific question that a teacher sent us after a beginning-of-the-year workshop focused on the cardinality of the number 4. It goes like this:
“The session assumes that all children have the ability to count with one-to-one correspondence and recognize numbers. However, some students have difficulties, as they still don’t know the names of numbers and have trouble counting. I feel like we have moved on to 4 without having consolidated 3.”
This is a common concern among teachers: how can we continue to develop number sense? It reminds us that, at age 4, mathematical learning does not progress in only one direction; instead, it coexists and mutually reinforces itself. It’s normal for some children to still struggle with counting or one-to-one correspondence.
The rote counting (saying the names of numbers in order), the cardinal counting (assigning one word to each object and knowing that the last word said designates the total of the set) and the numeral for each number are not worked on one after the other as if they were steps, but rather are built simultaneously in the different situations we encounter in the classroom, in guided activities, in free play, and in daily life.
Therefore, and returning to the specific question, in the first number workshop of I4, we don’t expect all children to master all these skills. On the contrary, these workshops allow us to focus on working with numbers and, at the same time, identify what we need to reinforce: rote counting? Eye-hand coordination? Recognition and order of numerals?… Or all at once? Either way, let’s go!
Let’s see an example from one of the activities in this workshop:
Let’s imagine a simple game using opaque cups and plastic bears (or any other materials you have available in the classroom). We put different quantities of objects under the cups (2, 3, and 4) and ask the children to discover which cup has more. Then, we ask them to order the cups from smallest to largest and relate them to the corresponding number cards.
Next, we quickly show an image with dots (like those on a die), cover it after a few seconds, and ask the children to represent the quantity they have seen with their objects. Here, subitizing comes into play: recognizing quantity at a glance, without counting.
Notice how, in a short sequence of activities, the little ones already recognize quantities up to 4 (reviewing groups of 2 and 3), connect quantity with the corresponding numeral, and recognize quantities at a glance (subitizing). All of this happens simultaneously and reinforces each other.
The most beautiful and essential aspect of these experiences is that they extend beyond a single activity and are encountered throughout the entire day: when we count the children present, when we distribute materials, when we play in the playground with steps or jumps, when we use dice and recognize the quantities on the faces, etc. The key concepts we discuss (quantity, numerals, and words) appear and are consistently reviewed in various contexts that are meaningful to children. These activities encourage practice, which in turn helps children develop their confidence.
Don’t worry; we will discuss numbers again, as it is a fascinating topic from which we can learn a great deal. For now, I will provide you with some resources we have already shared, in case you want to revisit them. Some time ago, we shared with you this article about the beginnings 👉 When and how children enter the world of numbers, emphasizing the stage from 0 to 3. Today we’ve moved on to 4-year-olds, and Mequè Edo has just published a new article that talks about this topic. Additionally, we have added a new video on another blog that explores number writing 👉 Number writing in early childhood.
What about you? What captures your attention most in your classroom regarding the development of number sense?
I’m all ears!
Sending a hug,
Judith
