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1 Numeracy Development

UNIT 1: NUMERACY FOR ALL LEARNERS

1.0. Intended Learning Outcomes

a. Explain numeracy and its importance in early childhood education;
b. Present key concepts and terminologies in numeracy development;
c. Write a reflection about the role of numeracy across the curriculum.

1.1. Introduction

Numeracy is the knowledge, skills, behaviors and dispositions that students need in
order to use mathematics in a wide range of situations. It involves recognizing and
understanding the role of mathematics in the world and having the dispositions and
capacities to use mathematical knowledge and skills purposefully.

Number, measurement and geometry, statistics and probability are common

aspects of most people’s mathematical experience in everyday personal, study and
work situations. Equally important are the essential roles that algebra, functions and
relations, logic, mathematical structure and working mathematically play in people’s
understanding of the natural and human worlds, and the interaction between them.

1.2. Topics/Discussion

1.2.1. Definition of Numeracy

Merriam – Webster defines numeracy as the “ability to understand and work with
numbers: the quality or state of being numerate.

Moreover, numeracy is defined as understanding how numbers represent

specific magnitudes. This understanding is reflected in a variety of skills and knowledge
(e.g., counting, distinguishing between sets of unequal quantities, operations such
as addition and subtraction), and so numeracy often is used to refer to a wide range of
number – related concepts and skills.

Numeracy is the ability to understand, reason with, and to apply simple numerical
concepts. The charity National Numeracy states: "Numeracy means understanding how
mathematics is used in the real world and being able to apply it to make the best possible
decisions. It’s as much about thinking and reasoning as about 'doing sums'". Basic
numeracy skills consist of comprehending fundamental arithmetical operations like
addition, subtraction, multiplication, and division. For example, if one can understand
simple mathematical equations such as 2 + 2 = 4, then one would be considered to possess
at least basic numeric knowledge. Substantial aspects of numeracy also include number
sense, operation sense, computation, measurement, geometry, probability and statistics. A
numerically literate person can manage and respond to the mathematical demands of life.
(Wikipedia, (n.d.)).
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By contrast, innumeracy (the lack of numeracy) can have a negative impact.

Numeracy has an influence on healthy behaviors, financial literacy, and career decisions.
Therefore, innumeracy may negatively affect economic choices, financial outcomes, health
outcomes, and life satisfaction. It also may distort risk perception in health decisions.
Greater numeracy has been associated with reduced susceptibility to framing effects, less
influence of nonnumerical information such as mood states, and greater sensitivity to
different levels of numerical risk. Ellen Peters and her colleagues argue that achieving the
benefits of numeric literacy, however, may depend on one's numeric self-efficacy or
confidence in one's skills. (Wikipedia, (n.d.)).

Think about this!

Self – check 1: In your own words, what is numeracy?

1.2.2 Why Numeracy is Important

Numeracy skills involve understanding numbers, counting, solving number

problems, measuring, estimating, sorting, noticing patterns, adding and subtracting
numbers, and so on.

Children and adults need numeracy and maths skills to do everyday things like:
 solve problems – for example, have I got time to walk to school?
 analyse and make sense of information – for example, how many wins does my team
need to get to the top of the competition?
 understand patterns – for example, what number would the next house in this street
be?
 make choices – for example, which bike is the best value?
Your child’s everyday experiences are full of learning opportunities that lay the
foundations for numeracy.

A child's first years are a time of rapid learning and development. Babies and
toddlers can recognise number, patterns, and shapes. They use maths concepts to make
sense of their world and connect these concepts with their environment and everyday
activities. For example, when playing, children may sort or choose toys according to size,
shape, weight or colour.

While much of the teaching of concepts and skills to support numeracy happens in
the mathematics learning area, it is strengthened as students take part in activities that
connect their learning in the mathematics classroom within the context of other curriculum
areas.
As they move through their years of schooling, students are exposed to
mathematical:
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 Understanding
 Fluency
 Problem solving
 Reasoning.
These capabilities allow students to respond to familiar and unfamiliar situations by
employing mathematics to make informed decisions and solve problems efficiently (VCAA,
2017). There is also evidence that other areas of development, such as resilience and
perseverance, support achievement in numeracy.

Mathematics gives students access to important mathematical ideas, knowledge and

skills. Numeracy connects this learning with their personal and work lives. Numeracy has
an increasingly important role in enabling and sustaining cultural, social, economic and
technological advances.

The idea of exposing young children to Early Childhood Mathematics Education

(ECME) has been around for more than a century, but current discussions revolve around
the goals of early training in numeracy and the methods by which these goals should be
achieved. Early mathematical learning can and should be integrated in children’s everyday
activities through encounters with patterns, quantity and space. Giving children ample and
developmentally appropriate opportunities to practice their skills in mathematics, can
strengthen the link between children’s early abilities in mathematics and the acquisition of
mathematical knowledge in school.

Basic mathematical knowledge emerges in infancy. At 6 months of age, infants are

able to perceive the difference between small sets of elements varying in quantity (2 vs. 3 –
object sets), and can even distinguish between larger quantities, provided that the ratio
between two sets is large enough (e.g., 16 vs 32, but not 8 vs 12.) These preverbal
representations become more refined over time, and they form the early, though not
sufficient, building blocks of future mathematical learning.

Research on young children’s numerical knowledge provides an important

foundation for the formulation of standards for early childhood education and for the
design of early childhood mathematics curricula. Further, the mathematics knowledge that
children acquire before they begin formal schooling has important ramifications for school
performance and future career options. An analysis of predictors of academic achievement,
based on six longitudinal data sets, found that children’s math skills at school entry
predicted subsequent school performance more strongly than did early reading skills,
attentional skills or socioemotional skills.

Math is very important and it’s important to assist young children to develop
their mathematical thinking. A child’s math knowledge at the beginning of kindergarten
predicts later academic achievement better than early reading or attention skills. The
importance of numeracy in early childhood can be assessed from the fact that kids who
develop good understandings of math are often confident when it comes to decision
making and environment assimilation. Math is a component of children’s everyday
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lives. Taking advantage of every of those math moments develops math learning. Each
math moment is sort of a charging station that helps children become ready for more
math learning.

Math is measuring, sorting, building, noticing patterns, making comparisons, and

describing the environment, still as counting and knowing the names of shapes. There
are many ways to include math learning into everyday moments.
Talking about math is additionally important and each little bit of math talk helps.
Research shows a tiny low increase in math talk, like asking about what percentage
objects there’ll be if we add one or take one away, brings big results. It’s important to
believe your child can improve at math and develop mathematical skills. G rowth
mindset, the assumption that we will continue to learn and recouping at math, is
incredibly important in supporting children to become mathematicians.

The importance of numeracy in early childhood can be judged from the fact that
children who specialize in problem-solving instead of getting the correct answer, learn
more. Parents’ mindsets about math influence children. Children notice when adults
feel anxious about math or say things like “some people are just not good at math .”
Girls specifically develop on attitudes held by female adults. rather than saying “I’m not
good at math,” try saying, “Let me try and figure that out.” specialize in problem -
solving. Your words and attitude matter!

You can foster a positive attitude toward math: Find ways to include enjoyable
math activities and math persuade regular activities like cooking, setting the table, and
going for a part walk. Find math activities that you just enjoy and feel confident doing.
Change is hard. If math causes you to anxious, accept your feelings and thoughts. Keep
working towards your goals. give some thought to who may need to be influenced by
your own math attitude.

Think about this!

Self – check 2: Cite one situation in which there is a need to develop numeracy
among children at an early age.
Self – check 3: Cite at least three (3) key concepts/terminologies in numeracy
development and briefly explain each.

1.2.3 Numeracy Across the Curriculum

Being numerate involves more than mastering basic mathematics. Numeracy

involves connecting the mathematics that students learn at school with the out-of-school
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situations that require the skills of problem solving, critical judgement, and sense-making
related to applied contexts.

Conceptual Framework

Learning activities presented draw upon the conceptual framework of Goos, Geiger, and
Dole (2014; also discussed in Goos, Geiger, Dole, Forgasz, and Bennison, 2019). In this
framework, numeracy is conceptualised as comprising four elements and an orientation:

Element 1: Attention to real-life contexts (citizenship, work, and personal and social life).
Element 2: Application of mathematical knowledge (problem solving, estimation, concepts,
and skills).
Element 3: Use of tools (representational, physical, and digital).
Element 4: The promotion of positive dispositions towards the use of mathematics to solve
problems encountered in day-to-day life (confidence, flexibility, initiative, and risk).

Orientation: A critical orientation to interpreting mathematical results and making

evidence-based judgements.

The resources highlight what numeracy is with respect to each learning area, and
outline why it is important to develop students' numeracy capabilities within the learning
area. Guidance is provided for teachers on the following:

 how to embed numeracy in their learning area

 how to assess numeracy learning
 how to deal with challenges and dilemmas using strategies recommended by
experts.

The activities are described in terms of subject-specific learning intentions and

content descriptors. The numeracy content and skills are highlighted and explained, with
particular focus on how the numeracy links enhance the learning area's specific concepts.
Direct links to the Victorian Curriculum: Mathematics highlight the connections between
the activity and the students' previously developed mathematical skills and
understandings. The VCAA have detailed information regarding the numeracy demands of
the Victorian Curriculum on the Numeracy page of the website.

In the Standards and Competencies for Five – Year – Old Filipino Children (May
2016), the Developmental Domain (refers to specific aspects of growth and changes in
children) for Mathematics states “Children are expected to understand and demonstrate
knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers,
length, capacity, mass, and time through the use of concrete objects or materials, and to
apply these meaningfully in their daily experiences. Children are provided with varied
manipulative activities to help them see relationships and interconnections in math and
enable them to deal flexibly with mathematical ideas and concepts.”
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This developmental domain for mathematics is holistic statement regarding

children’s numeracy development. The knowledge must be applied in their daily lives and
to other disciplines. Moreover, other subjects require basic knowledge of numeracy such as
language learning, physical and social sciences, history and physical education. Therefore,
it is imperative that children’s numeracy development will start from early childhood years
which are considered important and foundation years which would affect learning later on.

Think about this!

Self – check 4: Think of a task that requires basic numerical knowledge. Reflect
about the role of numeracy across the curriculum in at least one hundred (100)
words.

1.2.4 Numerical Knowledge in Early Childhood

Research on the numerical knowledge of young children has grown rapidly in recent
years. This research encompasses wide range of abilities and concepts, from infants’ ability
to discriminate between collections containing different numbers of elements to
preschoolers’ understanding of number words and counting, and their grasp of the inverse
relation between addition and subtraction.

Fundamentally, numeracy entails understanding numbers as representations of a

particular kind of magnitude. Correspondingly, understanding the development of
numeracy in early childhood entails understanding both how children come to understand
the basic quantitative relations that numbers share with other kinds of quantities and how
they come to understand the aspects of number that distinguish it from other kinds of
quantities.

Piaget’s classic research on logico – mathematical development investigated

children’s understanding of general properties of quantity such as seriation and the
conservation of equivalence relations under certain kinds of transformations. His view,
however, was that this kind of knowledge emerges only with the acquisition of concrete –
operational thinking, around 5 – 7 years of age. Subsequent researches undertook to
demonstrate that younger children have considerably more numerical knowledge than
Piaget recognized; and contemporary research provides evidence of a wide range of early
numerical abilities.

Until fairly recently the early years’ curriculum for number was heavily influenced
by Piaget’s research (1952), which concluded that young children did not have a logical
understanding of number. His famous ‘conservation of number’ experiment involves
showing children two rows of counters with the same number in each and asking whether
there are more in one row or the other or whether they are both the same. The researcher
then asks the children to watch very carefully and spreads out one row of counters and
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again asks if there are more in one row or the other or both the same. Adults will know that
the number is unchanged (conserved), but young children, up to the age of 6 or 7, will
usually think that the spread-out row now has more. Piaget concluded that until children
could conserve number, they were unable to carry out meaningful arithmetic (Piaget 1953).
As a result, the mathematics curriculum for preschool children in the 1970s consisted of
sorting and matching and attention to one-to-one correspondence in order to teach
conservation, rather than focusing on counting and using numbers (Matthews and
Matthews 1990).

An influential but controversial claim in current research literature on early

numerical abilities holds that the brain is “hard wired” for number. This idea is often
supported by evidence of numerical discrimination by human infants and by animals.
Critics of innatist (philosophical doctrine that holds that the mind is born with
ideas/knowledge) accounts of numerical knowledge, however, note the pervasiveness of
developmental change in numerical reasoning, the slow differentiation of number from
other quantitative dimensions, and the contextualized nature of early numerical
knowledge.

Mathematics is everywhere

We all use mathematics to navigate our everyday decisions successfully. Children

begin to experience and explore mathematical concepts from birth. With support, they
participate in mathematical thinking and use mathematical concepts to organise, record
and communicate ideas about the world around them.

Understanding and using mathematical concepts, and being numerate, helps

children know and describe the world around them and make meaning of these
encounters. It is, therefore, an essential skill for successful daily life. Research and practice
evidence suggest that mathematics and numeracy skills will support children to be
confident and capable learners as they navigate the increasingly complex global community
of the 21st century.

Children who are confident and involved learners have positive dispositions toward
learning, experience challenge and success in their learning and are able to contribute
positively and effectively to others children’s learning. . . .They develop and use their
imagination and curiosity as they build a ‘toolkit’ of skills and processes to support
problem solving, hypothesising, experimenting researching and investigating (VEYLDF,
2016)

Families and educators play a critical role in introducing children to mathematics

and encouraging them to be curious and enthusiastic about mathematics. From a very
young age, adults invite children to use mathematics to understand and participate in their
world.

Would you like another piece of toast?

We need to find the other shoe – we need one for each foot!
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How old are you today – three – happy birthday!

How many plates do we need?
We live at number 36.
Building children’s confidence in understanding and using mathematics to explore
and know the world will benefit everyone. Children benefit from many opportunities to
generate and discuss ideas, make plans, exercise skills, engage in sustained shared
thinking, generate solutions to problems, reflect and give reasons for their choices. Children
who are confident and involved learners have positive dispositions toward learning, and
experience challenge and success in their learning.

Numeracy is the capacity, confidence and disposition to use mathematics in daily

life. Children bring new mathematical understandings through engaging in problem-
solving. The mathematical ideas with which young children interact must be relevant and
meaningful in the context of their current lives. Spatial sense, structure and pattern,
number, measurement, data argumentation, connections and exploring the world
mathematically are the powerful mathematical ideas children need to become numerate
(EYLF p. 38).

When educators consider including mathematics and numeracy in early childhood

programs, there is often confusion about the relevance of concepts such as algebra or
statistics. Children are active learners, exploring the world and beginning to develop
explanations for observed phenomena from a young age. With encouragement, guidance,
experience and learning, children further develop their capacity to reflect on their own
thinking processes, approaches to learning and using mathematics in their everyday
engagement with their world. This resource illustrates the variety of ways that educators,
working with children from birth to age five, can support numeracy learning and
development. Presented across three key mathematical concepts; Number and Algebra;
Measurement and Geometry; Statistics and Probability (reflective of the Victorian Early
Years Learning and Development Framework and the Victorian Curriculum) and organised
to consider children's learning from birth to age five; early childhood educators are offered
ideas for learning experiences, ways to engage families and opportunities for intentional
teaching.

The suggestions included in this resource represent only some recommendations to

help educators strengthen and enhance numeracy learning in programs for young children.
Educators will have their own ideas that will complement this collection and are
encouraged to work with their colleagues, as well as children and families, to expand their
ideas and resources. Links to a range of resources are included that offer additional
materials for further consideration.

Number and Algebra

Number and Algebra for young children involves exploring mathematical concepts
such as patterns, symbols, and relationships. A large part of learning in this area involves
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using numbers in everyday contexts, counting objects and understanding how the numbers
combine and connect to describe the world and help us to make meaning.

Children are engaging with number and algebra when they:

 use mathematical words to describe the world. e.g. ‘lots of’, ‘more than'
 use numbers to count and refer to objects and people in their lives. E.g. 'I'm three
years old, 'I have two trucks at home'
 use numbers to solve problems. E.g. ‘I need another glass for the table’
 begin to count objects in a sequence and recognise the way numbers work.

Measurement and Geometry

Measurement and Geometry for young children involves exploring mathematical
concepts such as the size, shape, position and dimensions of objects. A large part of
learning in this area involves becoming familiar with and using numbers and words to
describe objects and know the difference between objects.

Children are engaging with measurement and geometry when they:

 feel different shaped items
 sort objects according to their shape
 draw shapes in their art
 describe the world around them using concepts such as ‘I like the circle one’ or ‘I put
my hat in the big basket’ or ’the snake was really long.’

Statistics and Probability

Statistics and Probability for young children involves sorting, understanding and
presenting information from groups of objects in order to understand what is happening.

Probability is about understanding the chance of something occurring and making

decisions based on that thinking.

Children are engaging with statistics and probability when they:

 collect and sort ideas or groups of objects into categories

 talk about whether they need to take a coat with them when they go on a walk. E.g.
‘Is it going to rain?’

Early childhood educators' beliefs on mathematical learning

Educators’ own beliefs and attitudes towards mathematics and numeracy have a
significant impact on the way these ideas are incorporated into programs for children.
Increasing numbers of studies (Anders & Robbach, 2015) (Australian Mathematical
Sciences Institute, 2018) have identified that many early childhood educators have had
negative mathematics experiences in their schooling and therefore believe they will not be
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able to support children in this area adequately. It is important for adults to reflect on their
anxiety in relation to mathematics and shift their perception towards the potential that
mathematics provides to make their lives more meaningful. Many early childhood
educators are competent users of mathematical concepts, and their numeracy skills are
excellent however, these are not always recognised as a positive and necessary part of their
daily lives.

Families
Families play a crucial part in the development of children's mathematics and
numeracy learning. As is the case for educators, family members’ own beliefs and attitudes
towards mathematics and numeracy influence the way that children feel about engaging
with and developing their mathematics and numeracy skills. Since numeracy in the early
years is so highly connected to daily life and the way we make meaning of the world,
families can provide opportunities to explore mathematics and support children to become
confident about their mathematics and numeracy learning.

Educators can encourage families to recognise their role in supporting children’s

mathematics and numeracy learning in many ways; from formal communication with
families (in a family handbook for example or newsletters) about how they can support
children at home to informal conversations that promote positive attitudes and reinforce
responses to children that help build their confidence. When educators maintain a
commitment to sharing ideas with families about children’s mathematics and numeracy,
learning outcomes are more likely to progress.

Throughout this resource, learning experiences have been identified that are
specifically designed for families to try at home. Educators are encouraged to share these
ideas with families in their regular communications.

Children start learning numeracy skills from the time they’re born. This learning
happens from watching and experiencing numeracy in action, especially in everyday play
and activities. For example, it happens when your child:

 hears you counting their fingers and toes

 starts to recognise numbers and shapes on objects like clocks and phones or in books
 decides how many slices of apple they want.

As children get older, they learn more numeracy and maths skills, including size and
measurement. For example, this happens when your child:

 compares things of different sizes – ‘big’, ‘small’ and ‘medium’

 groups things together and talks about ‘same’ and ‘different’
 uses words to describe where things are – ‘over’, ‘under’ and ‘next to’
 helps set the table with the right number of plates, forks, spoons and cups
 fills a water bottle
 helps with the shopping and uses money to buy things
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 divides food into equal shares.

And when you talk with your child about maths concepts in your everyday
activities, it helps your child understand how and why maths is useful. For example, this
happens when you point out:

 big and small (size)

 high and low (height)
 heavy and light (weight)
 fast and slow (speed)
 close and far (distance)
 first, second and last (order).

Babies: tips for building numeracy skills

Your baby loves hearing your voice and enjoys stories and songs with repetition,
rhyme and numbers. Some things you might already be doing or could start doing with
your baby to build numeracy skills include:

 reading stories with numbers – for example, ‘Goldilocks and the three bears’
 playing counting and sorting games
 singing number songs and rhymes
 changing your tone of voice to describe concepts – for example, a deep, loud voice to
describe something big, or a soft, squeaky voice to describe something little.

You can also talk about:

 everyday activities – for example, ‘Let’s put half of the bird seed here and half over
there’ or ‘Let’s find matching socks’
 the environment – for example, ‘Look at the little bird over there’ or ‘That’s a tall
tree’
 food – for example, ‘Let’s have two pieces of banana’ or ‘How many cups do we
need?’
 time – for example, ‘7 pm, time for bed’
 shapes and patterns – for example, ‘Let’s look for all the triangles’.

It’s best if you can make these everyday numeracy activities and experiences playful
and relaxed so that they’re fun for your child.

Think about this!

Self – check 5: Cite one situation in which there is a need to develop numeracy
among children at an early age.
Self – check 6: Upload a video in our Google classroom of not more than three
(3) minutes long which shows evidence of numerical knowledge/skill at an
early age.
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This is the end of our Learning Packet 1. Before you proceed to the evaluation
part, please reflect on what you have learned in this unit. Compose a
reflective essay by focusing on these contents:
1. I learned that numeracy development is…
2. I learned that children developed numeracy skills at an early age by…
3. As a future early childhood teacher, I commit to develop numeracy
skill of the learners by …

1.3. References
Ahmad, S. (2020). Importance of Numeracy in Early Childhood. Retrieved September 1,
2022, from: https://www.holidayeducationist.com/importance-of-numeracy-in-
early-childhood/.

Portaro, M. (2021).raisingchildren.net.au.the australian parenting website. Retrieved

September 1, 2022, from: www.google.com

Wikipedia (n.d.). Numeracy. Retrieved September 1, 2022, from:

https://en.wikipedia.org/wiki/Numeracy

1.4. Acknowledgment

The images, tables, figures and information contained in this module were
taken from the references cited above.