There are two groups to consider when discussing young children: preschool-aged and school-aged children. Preschoolers learn everything in a very hands-on way, so the methods for teaching them involve placing them in the middle of math. They count things and use manipulatives (small items used to represent amounts) to do addition and subtraction. Preschoolers are immersed in the concepts of "more" and "less" by using everyday items.
For older children, there are two ways to teach math: the traditional method and the reform method. Neither method is better; each has its merits. Students learn best, though, when a mix of both traditional and reform methods are employed within the classroom. Some children understand the abstract nature of numbers, while others need to see it in front of them for it to have meaning.
Traditional math relies upon rote instruction. Children are drilled on math facts. They use flash cards and take timed math tests. Advocates of traditional math point to their own successes: It worked for them, so it will work for their children. Some amount of traditional math is necessary to ensure that a child has a good foundation in number sense, for without it, a child cannot begin to understand how numbers are integral to life.
Reform math is a much newer approach to learning. It involves students collaborating to problem solve. John Van de Walle writes, "Reform is about children and thinking." Children learn why numbers do what they do when using reform math. They discuss in both large and small groups what happens when things combine and separate, and they learn the concepts of "more" and "less" through trial and error.
Children who are exposed to math at a very young age can learn to love it. They need to touch it, see it and hear it. A parent or teacher can foster a child's love of math by exposing her to endless opportunities to count, explore, graph and estimate. Teaching math does not always have to involve scheduled activities; children can learn with two sticks.