When it comes to teaching young children math, it doesn’t start with equations like “2 + 2.” Before they can dive into adding or subtracting, kids need to grasp something called pre-number concepts. These are the basic building blocks that help them make sense of the world,like sorting objects, spotting shapes, and figuring out how things fit together. While these activities may look like simple play, they actually lay the foundation for important skills, such as recognizing patterns, comparing amounts, and learning the words we use to talk about math ideas.

What’s really exciting is that pre-number skills are about so much more than math. They help children develop critical thinking and problem-solving abilities that they’ll use in everyday life. When kids are introduced to these concepts in fun, engaging ways, they’re more likely to enjoy math and feel confident about learning. A strong start can reduce the fear of math that many students experience later on. In fact, research shows that children with a solid grasp of these early skills tend to do well in other subjects, too, because they become better learners overall.

Teachers play a key role in building these skills. They can make learning fun with activities like sorting toys, exploring shapes, or spotting patterns in everyday objects. In Malaysia, for instance, the Kurikulum Standard Pra-Sekolah Kebangsaan (KSPK) introduces children to comparing sizes, matching objects, and recognizing shapes. These simple yet powerful activities teach kids spatial awareness (understanding space and shapes), fine motor skills (using their hands), and how things relate to one another.

Parents can also help foster pre-number skills at home in ways that feel natural. For example, matching socks, putting items in size order, or asking which bowl has “more” or “less” food are all great opportunities to sneak in a little math. Studies show that when kids use words like “bigger,” “smaller,” or “equal” in everyday conversations, they’re building a math vocabulary. And this foundation makes it much easier for them to tackle more advanced ideas like symmetry or algebra later on (Wynn & Siegler, 2020).

But learning pre-number concepts isn’t just about preparing for math class. These skills help kids think more clearly, focus better, and become more curious about the world around them. Whether they’re counting toys or comparing leaves during a walk, kids begin to see how math is connected to real life. These small moments make learning exciting and fun, giving children the confidence to try new things.

So why is this so important? Because teaching pre-number concepts is about more than just numbers, it’s about setting kids up for success in life. These early lessons teach children how to think logically, solve problems, and make good decisions. And the benefits are backed by research. According to Jordan et al. (2020), children who develop strong pre-number skills are not only more likely to succeed in school, but they’re also more confident learners overall.

What Can Parents and Teachers Do?

You don’t need special tools to teach pre-number skills. Everyday moments work just fine.

Parents, try engaging your children with activities like:

• Sorting household items by size, shape, or color.
• Counting toys or objects during playtime.
• Finding patterns in nature, like the shape of leaves or the colors of flowers.

Teachers can get creative in the classroom by:

• Setting up hands-on activities with blocks or beads to explore shapes, patterns, and sizes.
• Using visuals like diagrams or photos to make concepts easier to grasp.
• Incorporating real-life examples, like comparing the height of students or sorting objects by weight.

By making these activities fun and interactive, we can help children develop a love for learning and give them the tools to succeed—not just in math, but in life.

References

Clements, D. H., & Sarama, J. (2019). Learning and teaching early math: The learning trajectories approach (3rd ed.). Routledge.

Duncan, G. J., Watts, T. W., & Garcia, E. (2018). Revisiting the impact of early math skills on later achievement. Developmental Psychology, 54(9), 1594–1609.

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2020). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 56(6), 1165–1180.

Wynn, K., & Siegler, R. S. (2020). How children learn mathematical concepts: A naturalistic perspective. Annual Review of Psychology, 71, 67–89.

Written By Nimra Nadeem & Chang Xuan YiVeritas University College