Building Number Sense: A Systematic Literature Review of Mathematical Concept Development in Early Years
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Abstract
Many early mathematics programs emphasize the importance of number sense as a basic skill; however, there is a lack of comprehensive reviews that integrate effective strategies and concepts used in early childhood education contexts. This study aims to conduct a systematic review of various approaches, strategies, and learning methods for developing number sense in early childhood, identify the most frequently studied mathematical concepts, and analyze the factors that influence their effectiveness. A Systematic Literature Review (SLR) method was applied, involving twelve peer-reviewed journal articles selected from the Scopus database using the PRISMA. It was found that game-based learning, the use of multiple representations, digital technology, exploratory activities, and problem-solving tasks are frequently used to support the development of number understanding. The main mathematical concepts identified include cardinality, number representation, basic operations, quantity structure, and early reasoning. Effectiveness is influenced by teacher competence, student engagement, teaching strategies, and the learning environment. This study contributes to a deeper understanding of early numeracy development and highlights the importance of designing child-centered, adaptive, and experience-based learning. These findings can serve as a reference for early childhood educators, curriculum developers, and policymakers in improving mathematics instruction at the early education level.
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Arifin, M. Z., Putri, C. K., & Mubarakah, L. (2026). Building Number Sense: A Systematic Literature Review of Mathematical Concept Development in Early Years. Kalamatika: Jurnal Pendidikan Matematika, 11(1), 76-94. https://doi.org/10.22236/KALAMATIKA.vol11no1.2026pp76-94
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References
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Bakar, K. A., Mohamed, S., Yunus, F., & Karim, A. A. (2020). Use of multiple representations in understanding addition: The case of pre-school children. International Journal of Learning, Teaching and Educational Research, 19(2), 292–304. https://doi.org/10.26803/IJLTER.19.2.18
Clarke, S., & Beck, J. (2021). The number sense represents (rational) numbers. Behavioral and Brain Sciences, 44. https://doi.org/10.1017/S0140525X21000571
Cohrssen, C., & Tayler, C. (2016). Early childhood mathematics: A pilot study in preservice teacher education. Journal of Early Childhood Teacher Education, 37(1), 25–40. https://doi.org/10.1080/10901027.2015.1131208
Dillon, M. R., Kannan, H., Dean, J. T., Spelke, E. S., & Duflo, E. (2017). Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics. Science, 357(6346), 47–55. https://doi.org/10.1126/SCIENCE.AAL4724/SUPPL_FILE/AAL4724_DILLON_SM.PDF
Farida, M. S. N. (2014). Number Sense Siswa Sekolah Dasar (SD) dalam Menyelesaikan Soal Matematika ditinjau dari Kemampuan Matematika. MATHEdunesa: Jurnal Ilmiah Pendidikan Matematika, 3(3).
Fitri, R., & Kholid. (2020). Media Number Sense Untuk Mengenalkan Bilangan Pada Anak Usia Dini Dengan Multisensori. JP (Jurnal Pendidikan) : Teori Dan Praktik, 5(2), 55–64. https://doi.org/10.26740/JP.V5N2.P55-64
Ghazali, M., Mohamed, R., & Mustafa, Z. (2021). A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–12. https://doi.org/10.29333/EJMSTE/10871
Grimmer, Tamsin. (2018). School readiness and the characteristics of effective learning : the essential guide for early years practitioners. 210.
Gulz, A., Londos, L., & Haake, M. (2020). Preschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – an Experimental Study. International Journal of Artificial Intelligence in Education, 30(1), 38–73. https://doi.org/10.1007/s40593-020-00193-4
Haake, M., Axelsson, A., Clausen-Bruun, M., & Gulz, A. (2015). Scaffolding mentalizing via a play-&-learn game for preschoolers. Computers & Education, 90, 13–23. https://doi.org/10.1016/J.COMPEDU.2015.09.003
Hidayah, R. W., & Sholihah, U. (2023). Analisis Kemampuan Number Sense Siswa Berdasarkan Kemampuan Matematika pada Materi Bilangan. JNPM (Jurnal Nasional Pendidikan Matematika), 7(1), 24–34. https://doi.org/10.33603/JNPM.V7I1.7417
Kadir, Jafar, G. F., & Mangila, B. B. (2025). Measuring the impact of ChatGPT in enhancing number sense acquisition: A mixed-method study. Jurnal Elemen, 11(2), 297–310. https://doi.org/10.29408/JEL.V11I2.27842
Lewis, K. E., Sweeney, G., Thompson, G. M., & Adler, R. M. (2020). Integer number sense and notation: A case study of a student with a mathematics learning disability. Journal of Mathematical Behavior, 59. https://doi.org/10.1016/j.jmathb.2020.100797
Li, Y., Zhang, M., Chen, Y., Deng, Z., Zhu, X., & Yan, S. (2018). Children’s non-symbolic and symbolic numerical representations and their associations with mathematical ability. Frontiers in Psychology, 9(JUN), 371019. https://doi.org/10.3389/FPSYG.2018.01035/BIBTEX
Marín-Díaz, V., Sampedro-Requena, B. E., Muñoz-Gonzalez, J. M., & Jiménez-Fanjul, N. N. (2020). The possibilities of gamifying the mathematical curriculum in the early childhood education stage. Mathematics, 8(12), 1–15. https://doi.org/10.3390/math8122215
Medina, C., & Sobel, D. M. (2020). Caregiver–child interaction influences causal learning and engagement during structured play. Journal of Experimental Child Psychology, 189, 104678. https://doi.org/10.1016/J.JECP.2019.104678
Mengist, W., Soromessa, T., & Legese, G. (2020). Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX, 7, 100777. https://doi.org/10.1016/J.MEX.2019.100777
Mishra, N. R. (2023). Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory. Journal of Research and Development, 6(01), 22–29. https://doi.org/10.3126/JRDN.V6I01.55227
Novitasari, W., Herwin, H., Supartinah, S., Wulandari, P., & Budiharti, B. (2024). Number sense profile of prospective elementary school teachers in blended Mathematics learning. REID (Research and Evaluation in Education), 10(1), 1–17. https://doi.org/10.21831/REID.V10I1.51394
Nurjanah, U., & Hakim, D. L. (2019). Number sense siswa pada materi bilangan. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika Sesiomadika 2019, 2(1).
Oktavianingsih, E., & Fahuzan, K. (2018). A Comparative Study: Concept Number Skills of Children Aged 4-5 Years after Playing Two Different Games. Journal of Physics: Conference Series, 1108(1), 012031. https://doi.org/10.1088/1742-6596/1108/1/012031
Pakpahan, F. H., & Saragih, M. (2022). Theory Of Cognitive Development By Jean Piaget. Journal of Applied Linguistics , 2(1), 55–60. https://doi.org/10.52622/JOAL.V2I2.79
Palmér, H., & van Bommel, J. (2020). Young students posing problem-solving tasks: what does posing a similar task imply to students? ZDM - Mathematics Education, 52(4), 743–752. https://doi.org/10.1007/s11858-020-01129-x
Palupi, A. N. (2021). Use of Manipulative Media as A Stimulation Of Ability To Understand The Concept of Early Children’s Age. Early Childhood Research Journal (ECRJ), 3(2), 41–57. https://doi.org/10.23917/ECRJ.V3I2.11414
Parks, A. N. (2020). Centering Children in Mathematics Education Classroom Research. American Educational Research Journal, 57(4), 1–42. https://doi.org/10.3102/0002831219873853
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2023). Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics. International Journal of Science and Mathematics Education, 21(7), 1961–1983. https://doi.org/10.1007/s10763-022-10341-y
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2024). Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program. Early Education and Development, 35(5), 1103–1125. https://doi.org/10.1080/10409289.2024.2336661
Reuter, F. (2023). Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning. In Educational Studies in Mathematics (Vol. 112, Issue 3, pp. 415–435). Springer Science and Business Media B.V. https://doi.org/10.1007/s10649-022-10199-5
Schöner, P., & Benz, C. (2018). Visual Structuring Processes of Children When Determining the Cardinality of Sets: The Contribution of Eye-Tracking. Mathematics Education in the Early Years, 123–143. https://doi.org/10.1007/978-3-319-78220-1_7
Soboleva, E. V., Chirkina, S. E., Kalugina, O. A., Shvetsov, M. Y., Kazinets, V. A., & Pokaninova, E. B. (2020). Didactic potential of using mobile technologies in the development of mathematical thinking. Eurasia Journal of Mathematics, Science and Technology Education, 16(5), 1–20. https://doi.org/10.29333/ejmste/118214
Sood, S., & Mackey, M. (2014). Number Sense Instruction: A Comprehensive Literature Review. World Journal of Education, 4(5), 58. https://doi.org/10.5430/WJE.V4N5P58
Sowder, J. T. (2020). Making Sense of Numbers in School Mathematics. Analysis of Arithmetic for Mathematics Teaching, 1–51. https://doi.org/10.4324/9781315044606-1/MAKING-SENSE-NUMBERS-SCHOOL-MATHEMATICS-JUDITH-SOWDER
Sprenger, P., & Benz, C. (2020). Children’s perception of structures when determining cardinality of sets—results of an eye-tracking study with 5-year-old children. ZDM - Mathematics Education, 52(4), 753–765. https://doi.org/10.1007/s11858-020-01137-x
Torbeyns, J., Obersteiner, A., & Verschaffel, L. (2015). Number sense in early and elementary mathematics education. Journal of Research in Education and Training, 5(0), 60–75. https://doi.org/10.12681/jret.8676
Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What Is the Long-Run Impact of Learning Mathematics During Preschool? Child Development, 89(2), 539–555. https://doi.org/10.1111/cdev.12713
Arifin, M. Z., Zulkarnain, I., & Ansori, H. (2025). The influence of artificial intelligence on critical thinking ability in mathematics: A systematic literature review. Indonesian Journal of Science and Mathematics Education, 8(1), 82–92. https://doi.org/10.24042/IJSME.V8I1.24352
Bakar, K. A., Mohamed, S., Yunus, F., & Karim, A. A. (2020). Use of multiple representations in understanding addition: The case of pre-school children. International Journal of Learning, Teaching and Educational Research, 19(2), 292–304. https://doi.org/10.26803/IJLTER.19.2.18
Clarke, S., & Beck, J. (2021). The number sense represents (rational) numbers. Behavioral and Brain Sciences, 44. https://doi.org/10.1017/S0140525X21000571
Cohrssen, C., & Tayler, C. (2016). Early childhood mathematics: A pilot study in preservice teacher education. Journal of Early Childhood Teacher Education, 37(1), 25–40. https://doi.org/10.1080/10901027.2015.1131208
Dillon, M. R., Kannan, H., Dean, J. T., Spelke, E. S., & Duflo, E. (2017). Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics. Science, 357(6346), 47–55. https://doi.org/10.1126/SCIENCE.AAL4724/SUPPL_FILE/AAL4724_DILLON_SM.PDF
Farida, M. S. N. (2014). Number Sense Siswa Sekolah Dasar (SD) dalam Menyelesaikan Soal Matematika ditinjau dari Kemampuan Matematika. MATHEdunesa: Jurnal Ilmiah Pendidikan Matematika, 3(3).
Fitri, R., & Kholid. (2020). Media Number Sense Untuk Mengenalkan Bilangan Pada Anak Usia Dini Dengan Multisensori. JP (Jurnal Pendidikan) : Teori Dan Praktik, 5(2), 55–64. https://doi.org/10.26740/JP.V5N2.P55-64
Ghazali, M., Mohamed, R., & Mustafa, Z. (2021). A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1–12. https://doi.org/10.29333/EJMSTE/10871
Grimmer, Tamsin. (2018). School readiness and the characteristics of effective learning : the essential guide for early years practitioners. 210.
Gulz, A., Londos, L., & Haake, M. (2020). Preschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – an Experimental Study. International Journal of Artificial Intelligence in Education, 30(1), 38–73. https://doi.org/10.1007/s40593-020-00193-4
Haake, M., Axelsson, A., Clausen-Bruun, M., & Gulz, A. (2015). Scaffolding mentalizing via a play-&-learn game for preschoolers. Computers & Education, 90, 13–23. https://doi.org/10.1016/J.COMPEDU.2015.09.003
Hidayah, R. W., & Sholihah, U. (2023). Analisis Kemampuan Number Sense Siswa Berdasarkan Kemampuan Matematika pada Materi Bilangan. JNPM (Jurnal Nasional Pendidikan Matematika), 7(1), 24–34. https://doi.org/10.33603/JNPM.V7I1.7417
Kadir, Jafar, G. F., & Mangila, B. B. (2025). Measuring the impact of ChatGPT in enhancing number sense acquisition: A mixed-method study. Jurnal Elemen, 11(2), 297–310. https://doi.org/10.29408/JEL.V11I2.27842
Lewis, K. E., Sweeney, G., Thompson, G. M., & Adler, R. M. (2020). Integer number sense and notation: A case study of a student with a mathematics learning disability. Journal of Mathematical Behavior, 59. https://doi.org/10.1016/j.jmathb.2020.100797
Li, Y., Zhang, M., Chen, Y., Deng, Z., Zhu, X., & Yan, S. (2018). Children’s non-symbolic and symbolic numerical representations and their associations with mathematical ability. Frontiers in Psychology, 9(JUN), 371019. https://doi.org/10.3389/FPSYG.2018.01035/BIBTEX
Marín-Díaz, V., Sampedro-Requena, B. E., Muñoz-Gonzalez, J. M., & Jiménez-Fanjul, N. N. (2020). The possibilities of gamifying the mathematical curriculum in the early childhood education stage. Mathematics, 8(12), 1–15. https://doi.org/10.3390/math8122215
Medina, C., & Sobel, D. M. (2020). Caregiver–child interaction influences causal learning and engagement during structured play. Journal of Experimental Child Psychology, 189, 104678. https://doi.org/10.1016/J.JECP.2019.104678
Mengist, W., Soromessa, T., & Legese, G. (2020). Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX, 7, 100777. https://doi.org/10.1016/J.MEX.2019.100777
Mishra, N. R. (2023). Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory. Journal of Research and Development, 6(01), 22–29. https://doi.org/10.3126/JRDN.V6I01.55227
Novitasari, W., Herwin, H., Supartinah, S., Wulandari, P., & Budiharti, B. (2024). Number sense profile of prospective elementary school teachers in blended Mathematics learning. REID (Research and Evaluation in Education), 10(1), 1–17. https://doi.org/10.21831/REID.V10I1.51394
Nurjanah, U., & Hakim, D. L. (2019). Number sense siswa pada materi bilangan. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika Sesiomadika 2019, 2(1).
Oktavianingsih, E., & Fahuzan, K. (2018). A Comparative Study: Concept Number Skills of Children Aged 4-5 Years after Playing Two Different Games. Journal of Physics: Conference Series, 1108(1), 012031. https://doi.org/10.1088/1742-6596/1108/1/012031
Pakpahan, F. H., & Saragih, M. (2022). Theory Of Cognitive Development By Jean Piaget. Journal of Applied Linguistics , 2(1), 55–60. https://doi.org/10.52622/JOAL.V2I2.79
Palmér, H., & van Bommel, J. (2020). Young students posing problem-solving tasks: what does posing a similar task imply to students? ZDM - Mathematics Education, 52(4), 743–752. https://doi.org/10.1007/s11858-020-01129-x
Palupi, A. N. (2021). Use of Manipulative Media as A Stimulation Of Ability To Understand The Concept of Early Children’s Age. Early Childhood Research Journal (ECRJ), 3(2), 41–57. https://doi.org/10.23917/ECRJ.V3I2.11414
Parks, A. N. (2020). Centering Children in Mathematics Education Classroom Research. American Educational Research Journal, 57(4), 1–42. https://doi.org/10.3102/0002831219873853
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2023). Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics. International Journal of Science and Mathematics Education, 21(7), 1961–1983. https://doi.org/10.1007/s10763-022-10341-y
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2024). Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program. Early Education and Development, 35(5), 1103–1125. https://doi.org/10.1080/10409289.2024.2336661
Reuter, F. (2023). Explorative mathematical argumentation: a theoretical framework for identifying and analysing argumentation processes in early mathematics learning. In Educational Studies in Mathematics (Vol. 112, Issue 3, pp. 415–435). Springer Science and Business Media B.V. https://doi.org/10.1007/s10649-022-10199-5
Schöner, P., & Benz, C. (2018). Visual Structuring Processes of Children When Determining the Cardinality of Sets: The Contribution of Eye-Tracking. Mathematics Education in the Early Years, 123–143. https://doi.org/10.1007/978-3-319-78220-1_7
Soboleva, E. V., Chirkina, S. E., Kalugina, O. A., Shvetsov, M. Y., Kazinets, V. A., & Pokaninova, E. B. (2020). Didactic potential of using mobile technologies in the development of mathematical thinking. Eurasia Journal of Mathematics, Science and Technology Education, 16(5), 1–20. https://doi.org/10.29333/ejmste/118214
Sood, S., & Mackey, M. (2014). Number Sense Instruction: A Comprehensive Literature Review. World Journal of Education, 4(5), 58. https://doi.org/10.5430/WJE.V4N5P58
Sowder, J. T. (2020). Making Sense of Numbers in School Mathematics. Analysis of Arithmetic for Mathematics Teaching, 1–51. https://doi.org/10.4324/9781315044606-1/MAKING-SENSE-NUMBERS-SCHOOL-MATHEMATICS-JUDITH-SOWDER
Sprenger, P., & Benz, C. (2020). Children’s perception of structures when determining cardinality of sets—results of an eye-tracking study with 5-year-old children. ZDM - Mathematics Education, 52(4), 753–765. https://doi.org/10.1007/s11858-020-01137-x
Torbeyns, J., Obersteiner, A., & Verschaffel, L. (2015). Number sense in early and elementary mathematics education. Journal of Research in Education and Training, 5(0), 60–75. https://doi.org/10.12681/jret.8676
Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What Is the Long-Run Impact of Learning Mathematics During Preschool? Child Development, 89(2), 539–555. https://doi.org/10.1111/cdev.12713