This shows that he can visually discriminate one object from another. Nathan can not do the same with numbers. He cannot even recognize which are numbers and which are letters. For him they just look like squiggles and strange marks.
Support: Introducing numbers to children should expose them to the visual appearance of each number, the quantity it represents and even the strokes used when writing it down. Flashcards of numbers may be used to imbed the appearance of the number to the child’s mind while its name is repeatedly said. An effective method is teaching counting songs and when the number is mentioned, up comes the flashcard of that number. Children love singing and movement and incorporating these in their learning a concept becomes interesting and fun for them. A story that focuses on a particular number (ex: 2 friends found 2 birds eating 2 apples) is likewise interesting to listen to. A teacher may provide a coloring sheet with a big print of the specific number discussed. These methods may be used with Nathan. The strategies address various learning styles that may suit any child. The variety of activities address the needs of the visual (flashcards and story pictures), auditory (songs and story), kinesthetic (movements to songs) and tactile (coloring sheet) learners.
Resources/ Materials used: number flashcards; CD’s of number songs (Five Little Monkeys; Five Green Speckled Frogs; There were 10 in the Bed.. etc.); number storybooks; number coloring sheet focusing on 1 number at a time, box of crayons.
Case: Hannah has mastered identifying numbers up to 10 and visually comparing sets with more objects or less objects if the quantities are obvious (like comparing a set of 2 buttons with a set of 10 buttons). However, when asked to match a number with its quantity, she wouldn’t know what to do. She has mastered