Why might it make sense to teach the number 2 before teaching 0 or
1?
Choose a counting book from the reference list at the end of the chapter
or one of your own choice. Imagine reading it to a student. List three
questions you might ask as you read that would enrich the mathematical
experience for the students.
What might you do to help students learn to count on from a given
number?
Why might someone say that 1–1 correspondence is the most fundamental
way to compare numbers?
What are some common errors students make in early number work?
