Young Children Representing Numbers: What Does the Literature Say?

Children are exposed to written numerals from a very young age, and the practice of using written numerals is encouraged in early childhood educational settings. Further, many mathematical assessments are based on young children’s understanding of conventional numerals. Supported by socio-constructivist ideas, this review summarizes a body of research in the areas of symbolic and numeric development in young children, providing a synthesis for early childhood educators and teachers. This work is an invitation to reflect on both the pedagogical principles that underline “pencil-pushing practices” and the conceptual frameworks that support current early childhood mathematics education.