This study examines the current situation of forming number symbols for children aged 3-6 using the Montessori Method in independent preschool education institutions in Tuyen Quang city, Tuyen Quang province. Survey results indicate that the awareness level of number symbols among children using the Montessori Method is primarily at an average and weak level. The main reason is that most preschool teachers struggle when using specialized math teaching aids and when planning math lessons for children, relying solely on the researched curriculum content for preschool teachers, uniformly designed for all children of the same age without considering differences in abilities, strengths, speeds, etc., to create the most suitable learning program for each child. This approach leads to a situation where children find lessons boring due to teacher requirements being either too low or too high. As a result, the author proposes several measures to form number symbols for children aged 3-6 using the Montessori Method in the surveyed area.