Supporting early numeracy: The role of spontaneous mathematical focusing tendencies in learning and instruction

Abstract In this chapter, we describe challenges of early childhood math education and propose that enhancing children’s mathematically focused activities not only in formal educational contexts but also in more informal settings is one solution to these challenges. Spontaneous mathematical focusing tendencies are argued to affect the mathematically relevant aspects a child focuses their attention on. Doing so allows children to acquire self-initiated practice with the related mathematical skills and concepts, which, in turn, may facilitate the development of further mathematical cognition. The first intervention programs enhancing spontaneous focusing on numerosity (SFON) and quantitative relations (SFOR) may help us understand how the world becomes mathematical for children and leads to sustained improvements in children’s mathematical development.