Conceptual Numeracy
Why Conceptual Numeracy…?
The Conceptual Numeracy approach tries to ensure that children have a range of strategies, practical experiences and a deep understanding of number. It is moving away from the procedural way of ‘how we get to the answer’ and focuses on ‘why we get that answer’ or ‘what can I use to help me get the answer.’
Conceptual Numeracy aims to:
- Improve fluency in maths
- Improve opinions of maths
- Promote maths and its uses in all careers
Using this approach we aim to make children skilled numerically, be able to transfer the skills they have learned to other areas of the curriculum and are flexible thinkers.
Important skills include (but not limited to):
- Subitise- be able to identify a number without counting
- An understanding of Place Value – the value of a digit
- Counting forward and backwards
- Skip counting (e.g. 2,4,6, or 41,44,47)
- to be able to explain their thinking (e.g. using a think board)
This document explains Foulford’s approach to Numeracy in the Early Years.
Conceptual Numeracy in Action
