Appreciate the complexity of counting and adding skills by viewing them through the lens of an early numeracy progression.

Contributor Notes

The authors are math educators at their respective universities in the Commonwealth of Kentucky: Sara Eisenhardt, eisenhards1@nku.edu, Northern Kentucky University in Highland Heights

Molly H. Fisher, molly.fisher@uky.edu, University of Kentucky in Lexington

Jonathan Thomas, thomasj13@nku.edu, Northern Kentucky University and the Kentucky Center for Mathematics in Highland Heights

Edna O. Schack, e.schack@moreheadstate.edu, Morehead State University in Morehead

Janet Tassell, janet.tassell@wku.edu, Western Kentucky University in Bowling Green

Margaret Yoder, margaret.yoder@eku.edu, Eastern Kentucky University in Richmond. This team of researchers is known as the Preservice Teacher Preparation (PTP) Collaborative of Kentucky. They study the Stages of Early Arithmetic Learning within the context of professional noticing of preservice elementary school teachers.

(Corresponding author is Eisenhardt eisenhards1@nku.edu)(Corresponding author is Fisher molly.fisher@uky.edu)(Corresponding author is Thomas thomasj13@nku.edu)(Corresponding author is Schack e.schack@moreheadstate.edu)(Corresponding author is Tassell janet.tassell@wku.edu)(Corresponding author is Yoder margaret.yoder@eku.edu)
Teaching Children Mathematics

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