Math instruction at pre-primary and primary level up to grade two requires multi-sensory and multi-modal activities with reasoning and acquisition of math language skills

Kishore (2019) during involvement in education-for-all projects, teacher training and classroom research, it was found that since math learning builds heavily upon previously learned skills successively, it is important for math instruction to be clear, unambiguous, and systematic with reasoning both through visual and abstract thinking, both hands-on activities and language use for every skill taught in a linked way is essential.