Verbal counting is the first step in the child‘s number building and this is why it seems natural to start arithmetic in school based on this competence. Under a cultural historical view, the development of number does not start with verbal counting but rather with ‚concrete counting‘. Number words and the number word sequence developed after experience with concrete numbers.

This article describes the roots, basics, and first practical steps of a didactics based on perception rather than on verbal counting.

This proposed change allows inclusive lessons that prevent all students from misunderstanding calculation as a quick or clever form of counting and from becoming stuck in solidified counting.

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