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How do we teach children to be numerate

The extent to which young children can benefit from the school’s mathematics curriculum is influenced by their experience of maths and number in the years before they go to school.  Aubrey (1997) investigated what children knew about number and found that their knowledge was related to their skill in reciting conventional counting sequences (rote counting).  Children who could perform well on this were well on the way to National Curriculum level 1.  Aubrey concluded that children’s rich experience of number was frequently ignored at school entry.

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