Numbers
EYFS Framework Guide: Mathematics
What is Mathematics?
In the EYFS framework, Mathematics (M) is one of the
four specific areas of learning.
Mathematics involves providing children with
opportunities to practise and improve their skills in
counting on and counting back and using numbers up to
20 to do simple addition and subtraction to solve simple
problems.
Mathematics also involves children using everyday
language to describe and compare size, weight, capacity,
time, position and distance. They are given opportunities
to know, and talk, about patterns and properties of flat
and solid shapes.
Two aspects of Mathematics in the
EYFS
Numbers
Shape, space
and measures
Developing skills with numbers
Mathematics covers the area of learning and development which
was called ‘Problem solving, reasoning and numeracy’ in the
original EYFS framework. Numbers covers the previous aspects
‘Numbers as Labels and for Counting’ and ‘Calculating’.
Having a developing understanding of numbers allows children
to solve problems, generate new questions and make
connections across other areas of learning and development.
Practitioners can support this area of learning by exploiting the
mathematical potential of the indoor environment in enabling
children to discover the importance of numbers by recognising
numerals and by counting and calculating to solve simple
practical problems such as finding out how many children are in
the role play area or working out how many plates and spoons a
group of children needs.
How can we support young children to
develop their skills with numbers?
Attitudes and ethos
The physical environment
Links to the prime areas of learning
Supporting different ways of learning
Building partnerships with parents
Our attitudes and ethos
• Do all practitioners have the professional knowledge to
recognise and develop children’s interests and abilities in
activities which support their learning and development
with numbers?
• Are all members of staff confident in their own
mathematical ability? If not, what can be done to help
them?
• As staff, do we have a shared understanding of the value of
making numbers and counting fun?
• Are we good at taking advantage of the opportunities to
develop number skills which are presented in everyday
activities?
• Could we do more to present children with activities which
encourage problem solving using numbers and calculating?
Physical environment
• Are the indoor learning environments in our setting used to
their best advantage to provide opportunities for
mathematical development in number, counting and problem
solving?
• Do all staff make the most of everyday experiences to develop
children’s number skills, for example counting the stairs as we
go up and down them, or counting paving stones out of
doors?
• Are numerals displayed in purposeful contexts, such as
showing how many children can play in the role play area or
at the water tray at any one time?
• Is the outdoor environment used to encourage number
recognition, counting and sorting for example through
providing hopscotch, skittles or quoits?
Links to the prime areas of learning
Mathematical development begins at a very early age, long before a
child is three.
‘Practitioners working with the youngest children should focus on the
prime areas, but also recognise that the foundations of all areas of
learning are laid from birth’- for example literacy in the very early
sharing of books.’
[Tickell Review of the EYFS, 2011]
• Do all staff have a rich repertoire of number rhymes, songs and
games to play with even the youngest children?
• Are number activities using physical movement, such as counting
fingers and toes, used by practitioners in a playful way?
• When we talk to young children do we take every opportunity to
use number words such as ‘lots’, ‘few’, ‘more’ or less?
• Could we make better use of opportunities to use mathematical
vocabulary which is becoming increasingly complex as children’s
number skills and understanding develops?
Supporting different ways of learning
• Do we provide number resources which are appropriate to
the children’s stages of development and their current
interests?
• Do babies and toddlers have access to a range of Treasure
Basket and heuristic play collections of interesting objects to
handle which enables practitioners to observe the children’s
unique individual learning styles?
• How well do we succeed in interesting both boys and girls in
mathematical problem solving by carefully selecting resources
for counting, sorting and problem solving which attract them?
• Do we show interest in how individual children solve
mathematical problems and describe and record the
processes they use?
Building partnerships with parents
• Do we provide parents with clear information which
tells them about the mathematical skills babies and
young children are developing when they explore
Treasure Baskets and heuristic play?
• How could we make parents aware of the importance
of using everyday experiences to help their children’s
learning and development in number?
• Could we find ways to help parents to use daily
experiences such as shopping, travelling to nursery or
having lunch in a café to develop number skills?
• Can we provide parents with number songs, rhymes
and games to share with their children at home either
in written form or on a CD?