FoundationMaths is built step by step.
Mathematical knowledge is cumulative. Each new concept builds on what came before. A child who has a secure understanding of number sense in year 1 has a much stronger foundation for multiplication in year 3, and algebra in year 7.
This is why early gaps matter — not because a child is "bad at maths", but because missing one brick makes the next layer harder. The good news: gaps can be closed with the right kind of practice.
Research estimates that around 5–8% of children have persistent difficulties with maths — roughly the same prevalence as dyslexia. Early maths skills are also one of the strongest predictors of later school outcomes and employment. This is why early identification and support matters.
Sources: Lewis & Fisher (2016), Taking Stock of 40 Years of Research on Mathematical Learning Disability; Geary (2015), Preschool children's quantitative knowledge and long-term risk for functional innumeracy.
How learning worksFrom concrete to abstract.
Research shows that children learn new mathematical concepts most effectively when they move through three stages: concrete (hands-on objects), representational (drawings and diagrams), and then abstract (numbers and symbols). This is called the CRA model.
ConcreteThe child sees and touches the maths. Examples: base-ten blocks, Cuisenaire rods, two-coloured counters, beans and cups, a balance scale.
RepresentationalThe child pictures the maths. Examples: hundred grids, ten-frames, number lines, block diagrams, dot sketches.
AbstractThe child reasons with symbols: 5 + 3 = 8. No physical objects — just numbers and signs.
Source: Hudson & Miller (2006), Concrete-to-Representational-to-Abstract Instruction.
Support at different levelsNot all children need the same support.
Research shows that children need different levels of support in maths. Many schools have started using a model called RTI (Response to Intervention) to identify which children need extra support — and how much. RTI divides support into three tiers depending on how a child responds to teaching.
Tier 1 — ~80%Regular classroom teaching is enough. The child makes good progress with the same instruction as their classmates.
Tier 2 — ~15%Some extra support needed. The child benefits from targeted teaching in a small group, in addition to regular lessons.
Tier 3 — ~5%Intensive, specialist support. The child needs individual, structured teaching from a specialist teacher.
In Sweden, the extra support at Tier 2 is often called "intensivundervisning" — a time-limited, targeted teaching programme of about 5 weeks, delivered in small groups or one-to-one with a specialist teacher.
Sources: Fuchs & Fuchs (2001), Principles for the Prevention and Intervention of Mathematics Difficulties; Björn et al. (2016), The Many Faces of Special Education Within RTI Frameworks, Learning Disability Quarterly.
At homeHow you can help at home.
You don't need to be a maths teacher. The most effective home support is short, regular, and calm — 10–15 minutes a few times a week. Positive attitude matters too: research shows that parents' own feelings about maths can influence their children.
One finding from research that is especially useful at home: focusing on how your child reasons — their strengths and what they need to work on — raises performance. Focusing mainly on whether an answer is right or wrong can actually lower it.
- —Count together in everyday situations — steps, items in the shopping trolley, minutes until dinner.
- —Ask "how do you know?" rather than "is that right?" — reasoning out loud builds understanding.
- —Let your child explain their method to you. Teaching something is one of the best ways to learn it.
- —If your child is stuck, work backwards to an easier version of the problem. Don't skip to the answer.
- —Praise the thinking, not just the answer — "I like how you worked that out" builds more confidence than "correct".
Source: Hodgen & Williams, Mathematics Inside the Black Box.