Today, researchers believe that the sense of number in the years before elementary school predicts the progress of elementary school mathematics. In the longitudinal research for number sense, sub-components such as: counting, number recognition, number knowledge, number operations, representation and communication have been determined in preschool and kindergarten. Research findings indicate that problems in these components in early childhood will lead to math problems in kindergarten and elementary school. Children at risk means children who are developmentally delayed or have problems in...