A good foundation for number learning for five-year-olds? An evaluation of the English Early Learning ‘Numbers’ Goal in the light of research

Abstract

This article sets out to evaluate the English Early Years Foundation Stage Goal for Numbers, in relation to research evidence. The Goal, which sets out to provide ‘a good foundation in mathematics’, has greater breadth of content and higher levels of difficulty than previous versions. Research suggests that the additional expectations are unachievable by the majority of rising fives, but that a more effective foundation to ensure progress and prevent later difficulties would prioritise number sense with numbers to 10, including subitising, numeral comprehension, relative number size, one more/less than and part–whole relationships.

Keywords:

• early numbers
• mathematics curriculum
• preventing mathematics difficulties