Psychology and Numeracy

There are a number of psychology factors that are important in children learning numeracy concepts and skills.

The Educational Psychology Services across the regional collaborative have been engaging in collaborative research on numeracy. There are 4 projects and a meta analysis:

  1. Attachment and Numeracy, Clackmannanshire Council. This study involved a literature review of research into development of early years numeracy and its links with childhood development and particularly Attachment theory.
  2. Bridging the Gaps, Falkirk Council. This project focused on longitudinal analysis of pupil outcome data from an action research skills project, involving the Coach Consult method of professional learning, undertaken with teachers and managers from 12 schools, in 4 discrete projects during 2016/17.
  3. Meta Cognitive development, Stirling Council. This study involved a literature review of meta-cognitive aspects of numeracy development, which in turn is being used to contribute to a professional learning programme for teachers in early primary in Stirling Schools, using appreciative inquiry.
  4. Pupil Voice, West Lothian Council. This piece of research involved focus groups with 56 participants from 8 high schools. All were studying for National 5 Maths and in S4.

The meta analysis is only partially completed and has already identified 15 factors important for the development of numeracy.

The summary reports will be published on the National Improvement HUB in April 2019. The full reports will be published on the Blogs.

For further information contact your local Educational Psychology Service.