Social Science and Human Research Bulletin

Early childhood is a critical period for the development of number concepts. During this stage, learning is not merely the mechanical memorization of abstract symbols; rather, children gradually construct their understanding of “quantity,” “relationships,” and “operations” through lived experiences, hands-on activities, and social interaction. A solid foundation in number concepts not only influences later mathematical achievement but is also closely related to problem-solving abilities, logical thinking, and the development of self-confidence. This article aims to provide a reflective analysis of the development of young children’s number concepts.

mathematics learning, number concepts, young children.

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