Effect of Math Education on Improving the Number Sense of Children
at Risk of Learning Disorders Aged 3 to 6 Years
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Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in p...
Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions.In general, weakness in basic number skills in children at risk of math learning disorder in kindergarten age can have far-reaching consequences in school age. Pre-school children who are diagnosed as children at risk of mathdisorder and show disabilities in basic number skills such as: counting, recognizing and recognizing numbers, should be identified early and diagnosis and early educational intervention.
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