Skip to main content

View related sites

  • Contact us
  • Twitter
  • RSSFeed

Cambridge Mathematics

  • Home
  • About us
  • Manifesto
  • Newsletter
  • Mathematical salad
  • Research base
  • Espresso
  • Events
  • FAQ
  • More
  • Contact us
  • RSS
  • print

Espresso 4

  • Cambridge Mathematics
  • Espresso
  • Espresso 4
  • Espresso

    30 January 2017

    What is 'number sense' and how does it affect mathematics learning?

    In this issue, Lucy Rycroft-Smith considers the evidence around early number sense.

    In summary:

    •    Number sense is defined by counting, comparing and flexible thinking about number, although some researchers don’t agree on the exact definition
    •    Number sense is a foundation for maths learning
    •    Tests for aspects of number sense correlate strongly with later mathematical achievement
    •    Preschoolers generally learn about number in clearly defined stages
    •    Good number sense appears linked to high socio-economic status and these children also tend to go through developmental stages earlier
    •    Number sense can be improved by helping children make links and move between representations; board games can help


    View Espresso

    Two people debating the Cambridge Mathematics framework

    Cambridge Mathematics Community

    Join the international mathematics education community and contribute to debate conversation as the development of Cambridge Mathematics progresses.

    Sign up

    Useful links

    • About us
    • The partners
    • Manifesto
    • Contact us

    About Cambridge Mathematics

    Cambridge Mathematics is committed to championing and securing a world class mathematics education for all students from 5 – 19 years old, applicable to both national and international contexts and based on evidence from research and practice.

    • Cambridge Mathematics

    View Related Sites

    • University of Cambridge
    • Cambridge University Press
    • Faculty of Mathematics
    • Faculty of Education
    • Cambridge Assessment

    © UCLES 2018

    • Sitemap
    • Accessibility
    • Data Protection
    • Privacy
    • Statement on Modern Slavery
    • Terms and Conditions
    Back to top