Didactics for the teaching of counting and cardinality in early childhood education

Abstract

Transforming mathematical learning through the experience of playful didactics represents both a challenge and an opportunity for contemporary early childhood education. Consequently, teaching mathematics in the early years of schooling involves the challenge of capturing students’ attention and fostering meaningful and lasting learning. Therefore, didactics must become an essential tool for developing counting and cardinality skills in young children. This article analyzes the impact of applying playful didactic strategies in the teaching of counting and cardinality in early childhood education. The research followed a mixed-methods approach, combining both quantitative and qualitative tools through exploratory and descriptive methodologies. Data collection included Likert-type questionnaires administered to students and teachers, direct observations, and pre- and post-intervention assessments applied to the study population. The results demonstrate a significant increase in students' motivation, participation, and performance in counting and cardinality activities. Additionally, teachers expressed a positive evaluation of the effectiveness of the playful didactic strategies implemented. In conclusion, the systematic integration of playful activities into the teaching of counting and cardinality not only enhances the development of numerical competencies but also contributes to the creation of more dynamic, engaging, and inclusive learning environments.