Document Type
Article
Publication Date
Spring 2025
Abstract
Recently, literacy has received considerable attention in education, often overshadowing mathematics instruction. This inquiry-based research study investigates the impact of counting collections and ten frames on improving preschoolers' number sense to determine if it can serve as an effective Tier 1 instructional strategy for younger learners. After reviewing the literature, the researcher decided on a Tier 1 instructional change to support further growth in number sense. Research indicates that students who master counting and cardinality skills by the end of preschool are more likely to succeed in future mathematics. While there is no specific information to determine the correct type of intervention, the research states the importance of developing a strong foundation in the number sense to prevent further struggles in mathematics. After a four-week intervention, data analysis showed that 14 out of 16 students grew in matching numerals to quantities and subitizing. Based on these results and the literature review, teachers should utilize whole-class interventions to meet the needs of all learners. Further research is needed to determine if adding visual tools, such as a ten frame or number paths, supports growth in number sense, with continued research being essential to determine best practices for supporting the development of number sense in early childhood.