Arithmetic Readiness at the Kindergarten Level

Abstract

The problem of arithmetic readiness at the primary level is one of importance since a number of educators and psychologists hold that children at this age level are too immature socially and mentally to profit from more than a very few incidental arithmetical experiences; they further hold that arithmetic readiness activities are unnecessary and arithmetic instruction should be delayed until grade three or later. Other educators and psychologists are of the opinion that primary chil dren should be given a systematic and meaningful arithmetic readiness pro gram with meaningful arithmetic instruction being introduced at the second grade level. They hold that most children are socially and mentally ready for arithmetic when they start school and postponement until grade three is not educationally sound. They further point out that young children exhibit a profound interest, knowledge, and enthusiasm for numbers which must be taken into consideration. The writer has observed on numerous occasions this arithmetical interest in primary children. However, at the intermediate grade level this keen interest is frequently replaced by a definite dislike for the subject. What causes such a shift of interest? Could it be that we delay instruction too long, is the subject too hard, do we use the wrong teaching techniques, or could it be a combination of these and other reasons ? A sensible approach to the problem of primary arithmetic readiness would be to ask ourselves the following questions: (1) Is he ready for it? (2) Does he need it? (3) Does he like it? (4) Does it have social utility? If we could answer these questions, the problem would probably be solved. This study will attempt to answer the first question. Is the child ready for arithmetic at the kindergarten level ?