ABSTRACT
Numbers have verbal names and symbolic representations. They are not themselves numbers, but names or symbols serving to denote or refer to numbers. The strategy of asking for “another, and another” was developed by Watson and Mason in their work on learner generated examples. It is often a surprise that while today the commonly used digit symbols and numeration system are referred to as Arabic or Hindu-Arabic, different symbols for digits are used in some Arab countries. There is an advantage in developing spatial patterns for numbers for pre-school and kindergarten learners, as it further assists in their number recognition, counting and initial learning of basic operations. The most frequent and familiar spatial geometrical reference to numbers is to square numbers, often denoted in English as “perfect squares”. The tangible auditory-visual coordination provides a playful environment that enhances number sense and supports subitizing.
