I don't know about all kids, but when I was leaning math, I loved flashcards. I mean LOVED them. My teacher used them at school and I asked my mom to buy me some for home. I don't think this is the norm though. I think basic math (counting, adding and subtracting) can be taught with toys or little candies. Something that will hold that particular child's interest.

I think by counting & playing with M&M's

Use something that they can relate to. Make it fun.

Formal logic should be taught first, then math. They need to learn how to think in a rational way using words and real-world scenarios before it can be applied to abstract concepts like numbers. That's why so many kids don't understand math, and can't stand the class. They were not taught how to think FIRST.

be practical and simple you can be: addition/subtraction use apples division/fractions use cake moltiplication use stones and stones and tranpsarent plastic bags etc...

What age? Preschoolers should learn to count things -- the basic meaning of numbers. Early elementary school should focus -- as it pretty much does already -- on arithmetic -- learning addition and multiplication tables for single digit numbers. Rote is best learned early. Then algebra, geometry, fractions, decimals, set theory -- even calculus (change and growth) -- many so-called advanced topics -- should be introduced as early as possible -- just a taste, to get the little wheels turning in their heads. They don't have to comprehend it -- just see it! This would pay dividends later on, with better acceptance and understanding of these topics when they are covered in grades 6-12. Plenty of visualizations (multi-media and live marker-board sessions) are helpful. Visualization is the first step toward abstraction. This would also serve to break up the drudgery of rote memorization of tables in those early years. Kids who seem talented in math(s) should be encouraged to accelerate. For kids who lag, we should identify specific sources of confusion and work on those. I am not a professional educator, and I make no specific claims for a curriculum. But even these common sense ideas are not necessarily implemented in large school systems.