Difficulties children face when learning to count

Publication Date



This paper explores the counting errors produced by 40 Grade 1 children from 16 Victorian schools prior to their commencement of a mathematics intervention program. Analyses of the errors highlighted several common difficulties and issues related to learning to count. It is anticipated that if teachers are on the lookout for these difficulties, then they will be able to identify children who are in danger of being “left behind’ their peers, and may provide the type of experiences that will assist these children to construct a more powerful understanding of counting and the number word sequence.


School of Education

Document Type

Open Access Conference Paper

Access Rights

Open Access