This study aims to systematically analyze the early number concepts developed among lower elementary school students and to draw implications for the development of teaching and learning strategies. To achieve this, we assessed the early number concepts of conservation, group recognition, and quantity comparison in first and second graders, compared and analyzed correct answer rates and strategies based on mathematics achievement level by grade, and identified specific error patterns. The results indicate that lower-grade students with low mathematics achievement may fail to sufficiently develop number sense as they progress through grades due to a lack of understanding of early number concepts. Therefore, it is necessary to improve approaches to number and support the formation of early number concepts. Providing opportunities to count groups using various arrangements and configurations of objects, conducting comparisons focused on the essence of quantity (more and less), and implementing hands-on activities utilizing one-to-one correspondence strategies can help students develop a deeper understanding of number concepts. The results of this study will provide foundational data for developing effective early number concepts instruction and offer implications for textbook development.
Joowon Do (2025) studied this question.