Abstract
There is and has been much debate over the question of children's competency in mathematics, as well as the ways in which the acquisition of mathematical concepts and abilities are achieved. Through a comparative study of the mental calculations of street vendoningchildren in India and in Tunisia the need for meaningful mathematical structures to be built is expounded. Plus the need for much more emphasis to be placed on the wealth of learning experiences and abilities, which young children gain out of school and before attending school. The language and oral element of teaching mathematics is crucial to the acquisition of understanding.
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