The importance of efficient strategies in developing numeracy in the early years

A mathematics intervention program has been established at Elm Primary School for children at risk of not succeeding with Grade 1 mathematics. The program is based on current research that shows that children become numerate by progressing through five counting stages. The development and results of clinical interviews used for testing are discussed along with strategies that have been used to assist children overcome common difficulties identified by the testing. The importance for classroom teachers to be able to identify each child's strategies and thus their counting stage is stressed as a starting point for numeracy teaching in early years. The paper highlights those strategies used in the intervention program that can be modified for classroom teachers to incorporate into their mathematics program.