Ruth Trundley outlines her doctoral research and concludes that development of an understanding of cardinality is a crucial element of counting that can be overlooked.
This article describes how one nursery setting focused on tidying up time as a context in which to explicitly target the development of number and calculation skills.
This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
In this article for EY practitioners, Dr Sue Gifford outlines what we mean by subitising and how we can teach it.
In this article for primary teachers, Ems shares some common misconceptions surrounding the equals sign, and suggests ways to help learners develop their understanding.
This article explores the basic foundations of number sense and outlines relevant research in this area.
This article develops the idea of 'ten-ness' as an important element of place value.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
This article looks at how models support mathematical thinking about numbers and the number system
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
This article for primary teachers outlines why developing an intuitive 'feel' for numbers matters, and how our activities focusing on factors and multiples can help.
In this article for Primary teachers, we share key findings from a project with schools in Tower Hamlets, which focused on teaching 'at greater depth' using whole-class resources.
This article explores the use of the array to support children's thinking around multiplication and division.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
In this article for primary teachers, Ems outlines how we can encourage learners to be flexible in their approach to calculation, and why this is crucial.
Bernard Bagnall recommends some primary school problems which use numbers from the environment around us, from clocks to house numbers.
This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
In this article for teachers, Bernard Bagnall describes how to find digital roots and suggests that they can be worth exploring when confronted by a sequence of numbers.