Testing for Number Readiness: Application of the Piagetian Theory of the Child’s Development of the Concept of Number

Abstract

Piaget’s 3-stage theory of the child’s attainment of the concept of number was applied as a number readiness criterion to ninety-six kindergarten children. Two children were found to be at the initial stage of number development, eighty-six at the intermediate stage, and eight at the stage of attainment of number concept which is inclusive of operational ability. Results were applied to mathematics curriculum goals on the kindergarten level. Curriculum goals for mathematics on this level should not include operations (addition, subtraction). Socialization to number symbols may be established as a goal at this level, but it has nothing to do with the concept of number and does not appear to enhance attainment of the concept of number.