The Effect of Math Education on Improving the Number Sense of Children

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.