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All Journal Eduma : Mathematics Education Learning and Teaching KALAMATIKA Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Matematika (Kudus) Jurnal Cendekia : Jurnal Pendidikan Matematika Bubungan Tinggi: Jurnal Pengabdian Masyarakat ELIPS: Jurnal Pendidikan Matematika Journal of Educational Technology and Learning Creativity Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
M Zainul Arifin
Lambung Mangkurat University
Computer Science & IT Education Mathematics Social Sciences Other

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Building Number Sense: A Systematic Literature Review of Mathematical Concept Development in Early Years Arifin, M. Zainul; Putri, Cyndana Kartika; Mubarakah, Laila
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp76-94

Abstract

Many early mathematics programs emphasize the importance of number sense as a basic skill; however, there is a lack of comprehensive reviews that integrate effective strategies and concepts used in early childhood education contexts. This study aims to conduct a systematic review of various approaches, strategies, and learning methods for developing number sense in early childhood, identify the most frequently studied mathematical concepts, and analyze the factors that influence their effectiveness. A Systematic Literature Review (SLR) method was applied, involving twelve peer-reviewed journal articles selected from the Scopus database using the PRISMA. It was found that game-based learning, the use of multiple representations, digital technology, exploratory activities, and problem-solving tasks are frequently used to support the development of number understanding. The main mathematical concepts identified include cardinality, number representation, basic operations, quantity structure, and early reasoning. Effectiveness is influenced by teacher competence, student engagement, teaching strategies, and the learning environment. This study contributes to a deeper understanding of early numeracy development and highlights the importance of designing child-centered, adaptive, and experience-based learning. These findings can serve as a reference for early childhood educators, curriculum developers, and policymakers in improving mathematics instruction at the early education level.
Co-Authors Agni Danaryanti Agni Danaryanti, Agni Ansori Hidayah, Ansori Elli Kusumawati Erfina, Erfina Hakim, Rahman Nul Iskandar Zulkarnain Juhairiah, Juhairiah Martin Suhendra Mubarakah, Laila Noor Fajriah, Noor Permadi, Hendro Putri, Cyndana Kartika Qohar, Abd. RR. Ella Evrita Hestiandari Rustanto Rahardi Selfina Soraya, Selfina Sirri, Mahmud Sudirman Sudirman Suryaningsih, Yuni Yuni Suryaningsih