Pre-addition Counting Skills: What are they?

According to the research of Alex Lawson, there are 3 pre-addition counting skills that are closely interrelated and essential for children to master in order to efficiently count. These skills are number sequence, tagging/pointing and coordinating.

Overview:

You will notice on the addition/subtraction continuum that number sequence, tagging/pointing and coordinating are connected. These skills are dependent on one another in order for students to count accurately.  While still developing, children can make counting errors in one specific area, ultimately accuracy in each skill determines if students can accurately count. For example, when attempting to 'count' a set of 15 objects the student must have the proper number sequence up to 15 to arrive at the correct count, have the ability to tag the 15 objects and coordinate the number to the object. If they struggle with any of the three skills, they will not achieve the correct 'count'.

Educators can use student data (observations, conversations and products) to determine the specific skill that must be refined in order to support individual students. Some students may only need to work on one of the areas, while others may need to work on multiple skills in this phase. Individual students will require a variety of support depending on their need.

One key idea that aligns with the pre-addition phase is the 'need for organization'. This ability to organize their own thinking is a skill that children must come to on their own. Educators can encourage ways to organize, such as lining up items in rows or slightly moving items away as students count, however this is a key idea that will take time and can be difficult to teach. Educator modeling and thinking aloud can be beneficial as students begin to organize their thinking. 

Number Sequence

Number sequence is the process of 'rote counting' orally in the appropriate order. Rote counting is the ability to recite numbers in order, from memory, in the appropriate number sequence. Number sequence counting does not need to correspond to a quantity of objects instead is a verbal process. Accuracy of number sequence is an essential skills for learners as they are learning to count efficiently. If children are unable to rote count, their 'quantity' will also be affected. For example, when counting a larger set of items students must have the correct number sequence to arrive at the correct count. 

Number sequence tends to break down prior to 10 for our earliest learners (1,2,3,5,7,10) and has been found to also break down when working with the 'teen' numbers, often at 13.  

Coordinating

Coordinating is assigning a count to each object as you point at or touch it. (Lawson, 2016, pg.12) Historically, educational research has referred to this as 'one-to-one correspondence'. In order for students to be able to coordinate, they are tagging/pointing as well as assigning an accurate quantity count to each item using accurate number sequence. As mentioned before, without all of these skills students will not be able to accurately count sets of objects. 

Looking to Learn More? Check out these Recorded Sessions!