Children’s Number Knowledge in the Early Years of Schooling

This paper explores the number knowledge of 1015 children who began school in 2006 and of a further 3000 children in Grades 1-3. The data show that number knowledge varies considerably when children begin school, and that this variation extends as schooling proceeds. Teachers need to be aware of each child’s current knowledge and ways to customise learning experiences if they are to meet each child’s learning needs