Ulfa Masamah


Child at the age of zero to five years is seen as a golden age (golden age) to learn because in this age range their growth and development takes place quickly and rapidly. One is the Son has the informal mathematical knowledge is incredible. On this basis, educators need to provide the right stimuli that optimal child growth and development. This research is literature. The research results indicate that the child has an informal mathematical knowledge gained extraordinary and studied in the context of everyday life. It is important for children to understand the concept that teaches mathematics first is through the use of mathematical intuition contextual and then to mathematical symbols. Symbols are then abstracted by the children in his brain, this is called a visual representation (visual imagery). Mental imagery (mental imagery) as an object mentally for reflective thinking processes that will help and guide individuals to solve problems as well as helping individuals to reorganize (construct) a wide range of knowledge and reconstruct the concept of the problem. Therefore, context familiarity, ease of substance, the attractiveness of the object, and fun activities become a keyword in teaching mathematics in early childhood.


Mathematics, Numerical Ability, Early Childhood, Representation, Contextual


Berns, R. M. 2007. Child, Family, School, Community: Socialitazion and Support. Singapore: Thomson Wadsworth.

Danoebroto, S. W. 2014. Perkembangan Numerik Anak Usia Dini. Yogyakarta: P4TK, Buletin Limas.

Flavell, J.H. 1985. Cognitive Development (2nd edition). Englewood Cliffs, NJ: Prentice Hall Inc.

Fitria, A. 2013. Mengenalkan dan Membelajarkan Matematika Pada Anak Usia Dini. Mu’adalah Jurnal Studi Gender dan Anak Vol. 1 No. 2, Juli–Desember 2013, 45-55

Furth. 1987. Knowledge as Desire. New York: Columbia University Press.

Gagatsis, A. dan Patronis, T. 1990. Using Geometrical Models in a Process of Reflective Thinking in Learning and Teaching Mathematics. Educational Studies in Mathematics Netherlands, Vol. 21, 29-54.

Hadi, S. 1989. Metodologi Research. Yogyakarta: Andi Offset.

Ibrahim dan Suparni. 2012. Pembelajaran Matematika, Teori dan Aplikasinya. Yogyakarta: Suka-Press UIN Sunan Kalijaga.

Mooney, Claire., Briggs, Mary., Fletcher, Mike., Hansen, Alice., McCullouch, Judith. 2009. Primary Mathematics: Teaching, Teory, and Practice. Exeter: Learning.

Munn, P. 2008. Children Beliefs about Counting. Dalam Ian Thompson (Eds.). In Teavhing and Learning Earl;y Number (2nded), PP. 19-33. New York: McGraw Hill Open University Press.

Rumiati. 2010. Assessing the Number Knowledge of Children in the First and Second Grade of an Indonesian School. Thesis Master unpublished, Lismore: Southern Cross University

Samara, J & Douglas, H. C. 2009. Early Childhood Mathematics Education Research. NewYork: Routledge.

Schwartz, Sydney L. 2005. Teaching Young Children Mathematics. Westport, CT: Praeger.

Skemp, R. R. 1971. The Psychology of Learning Mathematics. New York: Penguin Books Ltd.

Solso, L.R., Maclin, H.O., dan Maclin, K. M. 2008. Psikologi Kognitif. Jakarta: Erlangga.

Sunderland, M. 2006. The science of Parenting, Practical guidance on sleep, crying, play and building emotinal wellbeing for life. DK. United Kingdom.

Van de Walle, J. A. 1994. Elementary Schol Mathematics: Teaching Developmentally (2nd ed). New York: Longman Publishing.

Vinayastri, A. 2015. Pengaruh Pola Asuh (Parenting) Orang-Tua terhadap Perkembangan Otak Anak Usia Dini. Jurnal Ilmiah Widya. Volume 3 Nomor 1 Januari-Agustus 2015. Universitas Muhammadiyah Prof. Dr. Hamka. PP 33-42.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed By: