Pre-Number concepts are those which concepts should be learn before learning Numbers. We all agree on their importance but do we agree what are the pre number concepts?

If we are so much non aligning on content then it raises the question on alignment with perception and pedagogy.

I often asked teachers two questions-

What are pre number concepts?

Why is it necessary to teach?

I received answers in a wide range and quiet contradictory. They are differing on these, so I tried in this article to bring clarity on this.

One criterion is grade wise classification of mathematical concepts, concepts which are taught in kindergarten, play school can be called pre number concepts. Like – matching, sorting, categorization, grouping, odd one out etc.

Let’s look some examples from Nipun bharat, NCERT, and state documents-

As per Nipun Bharat Numeracy have been put into 7 major themes: i. Pre-Number concepts ii. Numbers and operations on numbers iii. Shapes and Spatial Understanding iv. Measurement v. Patterns vi. Data Handling vii. Mathematical Communication.

 Pre-Number concepts- Mathematicians and psychologists have often argued that before children start counting objects or develop an understanding of number, they need to be able to classify, order and set up one-to-one correspondences to some extent. Since these skills are preliminary to the understanding of numbers, they are called as pre-number concept.

In preschool curriculum, NCERT – Sensory Development, Cognitive skills, Concept formations, Number sense, concept related to the environment, use of the technology are under key concepts or skills.

Utter Pradesh Prerna Suchi describe first class learning out come students can classify objects on the basis of big-small, before-after, far-near etc under pre number concepts.

Now, we can classification in two category of Pre number concepts-

First one is Big-small, far-near, right-left, up -down, thin-fat etc.  

Second one is One to one corresponding, comparison, classification, sequencing, seriation and grading etc.

First list is more about spatial understanding which should be suited age wise and grade wise, we can say these skills preschool maths, play school maths, kindergarten maths. These are part of overarching aims of preschool education are: z providing strong foundations for all round development and life-long learning. preparing the child for school.

Second list is directly associated to number sense or help achieving number sense skills. These should be called pre number concepts.

Children to engage with before they begin to tackle work involving actual numbers. These activities have come to be known as “pre–number activities“, and are considered to be essential pre-requisites to basic number work.

Here we can try to elaborate pre number concept or pre number skills-

Classification – Classification can be done with any concept such as colour, shapes, size, animals, transport, etc. Say for example, ask children to keep all yellow blocks on one side, and green blocks on another side. You can begin with simple classification initially with the real objects and gradually with multiple classification. You need to begin with single criteria and gradually moving to two or more criteria for example, asking a child to classify yellow and green fabric pieces, moving to two or more attributes, for example, big yellow fabric pieces and small green fabric pieces. Once a child is able to classify concrete objects, then the skill can be strengthened further, using pictures and other manipulatives.

Compare and Seriation Place 5-6 leaves of different sizes in front of the children. Ask the children (one by one) to sort out and name the biggest and smallest leaf. Then give them 3 more different sized leaves and ask them to seriate in order, biggest to smallest and vice a versa. When the children are able to seriate 3 leaves, increase the number of leaves.

Patterning – Use blocks, beads and other manipulative to build spatial reasoning and pattering skills. For example, “Threading and patterning activities using colour’. Follow the pattern or copying patterns. Completing the pattern.

Sequential thinking – Sequential thinking cards which the children organise according to the logical sequence of events. Encourage left to right placement of objects or cards. Repeating orally a sequence of three numbers between 1 and 10. What comes next? – “red, red, green, red, red,…” (the child says, “green”).

 Seriation: – Putting things in order (biggest to smallest, tallest shortest and on)

One to One Correspondence is referring to the understanding that each object in a group can be counted once and only once, between sets A and B is similarly a pairing of each object in A with one and only one object in B.

Problem solving skill Problem solving activities help pre-schoolers to develop basic problem-solving skills and hand-eye coordination. Completing simple jigsaw puzzle initially and gradually a difficult one, for example, starting with two-piece puzzle to 5–6-piece puzzle. Puzzle activities can include traditional Inset boards (shapes, animals, transport, birds, fruits ect.)

Pre-Number concepts and Preschool maths are not same, of course pre number concepts would be part of pre school maths along with spatial understanding with their specific meaning and objective.