ABSTRACT
This chapter discusses the concepts and skills developed during early childhood that form the foundation for mathematics learning in school. Early childhood educators must be able to identify and address developmental discrepancies and provide early interventions related to concepts foundational for mathematics learning. The chapter discusses the importance of environmental stimulation on brain development, followed the skills and concepts related to mathematics developed during informal learning. It describes the concepts developed through guided interaction with a rich environment and should not be required on a purely abstract level until concepts are formed—possibly not until the second grade in formal schooling. The chapter also discusses the general characteristics of students with learning problems that affect mathematics teaching and learning. It explores specific characteristics of students with identified learning disabilities in mathematics (MLD), including cognitive processes associated with MLD, and general characteristics of students who struggle with mathematics as observed in classrooms.
