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Developing young learners’ knowledge in number sense is a priority if the aim is to build a rich mathematical foundation for successful learning and future innovative careers. Capturing students’ interests and motivation is crucial while mediating counting concepts. Literature directs practice on the important core concepts that are foundational in developing number sense. This paper therefore assessed how young South African children demonstrated number concepts before entering the reception class. The paper revealed the diverse knowledge attained by children in different settings before embarking on formal education. A qualitative analysis was employed using Clements and Sarama’s learning trajectories as an analytical tool for children’s counting progression. The findings indicated that children’s start mathematically is uneven with either fully or partially attained number concepts, for example, one-to-one correspondence, counting on, cardinality, and equality. Furthermore, the findings revealed that a lack of particular numerical skills such as keeping track while counting, reciter, and sequential verbal counting beyond 10 impede learners’ full realisation of understanding numerical concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. It was, therefore, recommended that Grade R Mathematics teachers intervene earlier during preschool to assist learners specifically from low socioeconomic backgrounds and mathematise learners’ play and activities to enhance their semi-attained numerical abilities. This paper informs the mathematics education community of the need for future interventions and a curriculum designed to improve these skills in young children. This could have a positive impact on long-term academic success and close the numeracy gap which is existing in mathematics achievement between high and low-income children. Keywords: Numeracy, Trajectories, Innate Abilities, Counting, Grade R
Feza et al. (Fri,) studied this question.