Abstract
The main goal of this didactical path is to ensure that pupils of ages 5–8 achieve a good mastery of the concepts of extensive quantity. How can the concept of quantity be explored starting from an early age? Which cognitive tools can be supplied both to teacher and pupils to help them in recognising and setting in the right place the emerging ideas related with this concept? From the teaching side, we suggest the use of a didactical path, which represents a methodological framework in which children and teacher can work together.