Early maths foundations
Building number sense in Bangladeshi early years classrooms – through talk, play and concrete experiences – before memorisation and written sums.
1. Evidence foundations: why number sense comes before number facts
Early mathematics is built on number sense – a child’s deep understanding of quantities, relationships and number structure. When children develop strong number sense, they progress more confidently in later mathematics and rely less on rote memorisation.
Without number sense, children may only recite numbers or write digits without truly understanding what they represent.
2. Why this matters in Bangladesh (BD)
In many Bangladeshi early years classrooms, mathematics is often driven by copying numbers, memorising sequences and worksheet completion. While this shows visible output, it does not always develop deep understanding.
The EBTD approach emphasises concept-first teaching: helping children understand what a number means, how it behaves, and how it connects to the real world.
3. Number sense up to 10
Deep understanding of numbers up to 10 forms the core of future mathematical development. Children should explore small numbers through grouping, comparing, breaking apart and recombining.
- Counting small groups of objects.
- Comparing more / less / equal.
- Exploring part–whole relationships.
- Seeing different arrangements of the same number.
4. Subitising and estimation
Subitising helps children recognise small quantities instantly without counting. Alongside this, estimation helps them develop confidence to make thoughtful numerical judgments.
- Quick dot displays.
- “How many did you see?” activities.
- Approximate quantity comparisons.
5. Early mathematical talk
Mathematical language must be heard and spoken daily. Teachers should encourage children to explain their reasoning using terms such as more, less, equal, bigger, smaller, before, after.
This connects with: EBTD Early Years Teaching Resources
6. Using local materials
Pebbles, grains, sticks and bottle caps can all be used to make mathematics tangible. Children experience number through touch, movement and manipulation.
7. Building positive attitudes towards mathematics
Early years maths must build confidence. When mistakes are welcomed, children learn that maths is about thinking, not just being right.
8. Practical tools and routines
- Number of the day.
- Floor-based grouping games.
- Maths embedded in daily routines.
- “How do you know?” questioning.
9. Active ingredients and common pitfalls
- Concept before writing.
- Talk before worksheets.
- Concrete before abstract.
- Understanding before speed.
10. Reflection and implementation questions
For teachers:
- Do my children understand numbers or just repeat them?
- How often do I use concrete materials?
For leaders:
- Is maths taught concept-first or writing-first?
- Do teachers feel confident teaching number sense?
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