Foundational Numeracy

In the ‘Ground Zero’ piece we share the experiences of four organizations who are pioneering effective approaches, based on experiential learning, to address gaps in children’s math education, especially of those learners who belong to underserved communities.

Atanu Sain and Namrata Ghosh discuss how the NEP is trying to respond to the needs of very young learners through a clear focus on Foundational Literacy and Numeracy (FLN); they also share the challenges they have faced and the learnings they have gathered through working with various governments and communities in this space.

In her essay, Sudeshna Sinha probes the linkages between numeracy and literacy and reflects upon her extensive experiences of working on this relationship.

Aaloka Kanhere in her essay on teaching and learning of algebra shares some methods and tasks through which we can encourage the development of algebraic thinking in children.

In his article, Professor Mahesh C. Sharma discusses how to improve mathematical learning processes for children by focusing on number-sense.

In their jointly authored piece, Vaishnavi Gupta, Devidatta Ghosh, Jyoti Bisht and Supriya Dey share the processes and challenges of developing and using accessible math resources for primary and middle school children who are visually challenged.