Abstract

Early number competencies predict later mathematical learning. Weaknesses in number, number relations, and number operations can be reliably identified before school entry in first grade. Income status, associated early home and preschool opportunities, and general cognitive capacity all influence children’s level of numerical knowledge. Interventions based on a developmental progression and targeted to specific areas of number, such as the ability to count and sequence numbers, compare numerical quantities, and add and subtract small quantities, have shown positive, meaningful, and lasting effects on children’s achievement. Guided practice is effective when configured to support efficient counting strategies, frequent correct responding, and meta-cognitive behaviour and when contextualized with a strong focus on number knowledge tutoring.