The action constitutes reciting numbers in sequence from memory, without necessarily understanding the quantity each number represents. For example, a child might say “one, two, three, four, five” without being able to identify a set of five objects or understanding that ‘five’ represents a larger quantity than ‘four’. It is an early stage in mathematical development.
This skill is a foundational step in developing number sense and mathematical fluency. Historically, this practice has been a common method for introducing children to the numerical sequence, providing a verbal framework upon which further mathematical concepts are built. It serves as a precursor to more advanced skills such as cardinality (understanding the quantity a number represents) and counting objects.
