ABSTRACT
All numeracy is underpinned by mathematics, and the purpose of school mathematics is to introduce and develop mathematical thinking and knowledge. Much of the numeracy research and policy coming out of the United Kingdom focuses on the study of number. Considerable resources have been invested into the years prior to school and the first few years of schooling (up to eight years of age) so that learners can have enhanced experiences of numeracy (and literacy), with the aim of reducing the gap between learners. Working with families in early-years settings, and taking numeracy experiences into the home, have been positive steps in mathematics education; games and play-based materials with support work for the families have been a further step in this direction. Researchers have noted the role of digital technologies in the construction of models for understanding daily numeracy tasks, as well as in the provision of a scaffold for students to develop problemsolving strategies applicable to numeracy tasks.
