One research team has found that how readily people rally their approximate number sense is linked over time to success in even the most advanced and abstruse mathematics courses. Other scientists have shown that preschool children are remarkably good at approximating the impact of adding to or subtracting from large groups of items but are poor at translating the approximate into the specific. Taken together, the new research suggests that math teachers might do well to emphasize the power of the ballpark figure, to focus less on arithmetic precision and more on general reckoning.
Preschool children aren't very good at specific math, so... teachers should teach it less! That's the conclusion the reporter is drawing. Focus on what the kids already know and don't try so much to teach them anything new. Great idea. It's been tried with reading: a few decades ago they said phonics was boring and hard and they got teachers to stop working on it, with disastrous results for the poor illiterate kids who failed to learn reading effortlessly by osmosis as expected.