INTRODUCTION : Most of us, when planning the first mathematical experience for three-year olds, think in terms of helping them memorise numbers from 1 to 20. We also teach them to indicate numbers upto 10 by using their fingers. The next step that we wish the children to master, and master very soon, is being able to write and recognise numerals. (We do not really bother about whether it should be writing first and recognising later, or vice versa, or both together!)

Once the child has memorised 'one to twenty', we like to show off to relatives and friends how well she can count. We sit back and listen proudly as she 'performs' in front of this audience. But did you notice the terrified glance she stole at you when, in the middle of her 'performance, she could not immediately remember what comes after 'six'? And the relief on her face when she tentatively whispered 'seven', and you nodded your head vigorously in approval? For you it was another successful performance, for the child another ordeal over.

Having 'taught counting' in this repetitive, monotonous and drill-like manner, we continue in the same fashion with addition, subtraction, multiplication, division, and later, fractions and decimals. Having successfully separated joy from the process of learning, is it any wonder that children fear mathematics, feel it is tough and wait longingly for their maths class to end? Perhaps children's thoughts, when experiencing mathematics in this joyless and dull way, far removed from everyday life, are something like this.

Playing in the sand is more fun. But Mummy says that is wasting time There she calls me again. I must run, otherwise she will ask me* to write two pages instead of one!"

If you have ever wondered why children have such difficulty with learning how to count, and how you can help them with it, then reading through this unit may help you.