SUPPORTING YOUNG CHILDREN’S LEARNING OF NUMBER CONCEPTS: POSSIBLE PEDAGOGICAL APPROACHES

Author: Yi-Huang Shih

ABSTRACT

Mathematical learning is inherently progressive and structured, with concepts building upon one another in a cumulative manner. Accordingly, instructional content should be aligned with children’s cognitive developmental stages. At the same time, hands-on experiences and active manipulation of materials support children in developing a deeper and more durable understanding of mathematical concepts. This paper aims to explore possible pedagogical approaches to supporting young children’s learning of number concepts.

Keywords: Mathematical Education, Number Concepts, Young Children

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