Early maths matters, but what exactly do we mean by it?
Research from the Education Endowment Foundation (EEF) shows that developing strong mathematical understanding in the early years sets the foundation for later learning success.
The term mathematical understanding is key here. A child who can fluently count to 10 but cannot collect 8 straws does not understand counting in context. It is rather like decoding a text without knowing what it’s about.
The EEF highlights how important it is to enable children to think mathematically before anything else. It is not beneficial for a child to know how to count to 5 if they cannot use counting in context.
First things first: developing mathematical thinking
During their everyday lives, young children explore ideas about quantity, shape, and pattern. These encounters help them make sense of the world: they learn to solve problems and develop skills that they can use in the future.
Children develop their mathematical thinking by learning about:
- number
- quantity
- shape
- space
They build reasoning skills, including:
- thinking logically
- predicting
- explaining their ideas.
It is important for educators to give children opportunities to explore mathematical concepts and skills in ways that are meaningful.
Day to day mathematical thinking
Here are some simple examples of maths found in day-to-day activities:
Quantity
- counting objects during play: ‘How many blocks do you have?’
- giving out snacks: ‘Take 2 pieces each’
- tidying up: ‘We’ll all put 5 toys in the box’
Comparison
- asking ‘Who has more?’ when sharing items
- comparing heights by asking ‘Which tower is tallest?’
- sorting objects by size, weight, or length
Spatial reasoning
- building with blocks or construction toys
- talking about position: under, next to, behind
- completing puzzles or fitting shapes into spaces
Activities like these focus on maths that is integral to children’s daily experiences. Mathematical concepts are embedded in their everyday lives.
Main message about early maths
Strong early maths is about helping children to become mathematical thinkers. Educators in the early years must prioritise this conceptual approach to maths and not get caught up in worksheets and using formal notation like + and -. More formal mathematical skills come later.
As the EEF says, nurturing mathematical curiosity from the start creates learners ready to thrive throughout school and life.
Questions for reflection
1. Think of the most recent maths you did with a child? Do you think it supported their mathematical thinking?
2. Think of an everyday activity that you could use to help develop the child’s mathematical thinking – why not try it tomorrow?
Want to know more?
Ruth Coleman (2026): Nurturing Mathematical Minds: Fostering Early Maths in Young Children. East of England Early Years Stronger Practice Hub
Education Endowment Foundation Early Years Evidence Store: Early Mathematics : approaches and practices to support mathematics in the early years.
Education Endowment Foundation Guidance Report (2020): Improving Mathematics in the Early Years and Key Stage 1.