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 pre-primary school age, math disorders are children under 6 years old who are damaged in one of the fundamental concepts of number or one of the developmental dimensions. In general, weakness in basic number skills in children at risk of math learning disorder in kindergarten age can have far-reaching consequences in school age. Preschool children who are diagnosed as children at risk of math disorder and show disabilities in basic number skills such as: counting, recognizing and recognizing numbers, should be identified early and diagnosis and early educational intervention. When it is executed for them. Mazako and Thompson (2005) believe that mathematical learning disorders are divided into two domains of formal knowledge, that is, the domain that teaches mathematical concepts and skills in the classroom, and the domain of informal knowledge, the domain that teaches mathematical concepts and skills informally. It is learned outside of school, it is dependent. They believe that basic numerical abilities in preschool age, which are learned informally, predict progress in learning mathematics more than cognitive abilities such as verbal, spatial and memory skills, and should be used in the evaluation of children with suspected disabilities. Mathematics used tools that measure these skills.