Number Sense Foundation Phase

Number Sense Foundation Phase

Bridging the gaps in the development of number sense and place value using the spiral curriculum in the foundation phase

Jika Communication and Training welcomes you to this course, Number Sense, Foundation Phase.

This course is broken up as follows:

Participants will attend 2 contact sessions (Session 1 will be 1 day and Session 2 will be 1 day, with 3 weeks of  experiential on-site learning and application of what was presented in the first contact session.

Session 1 (1 day)

Ice breaker activity and a focus on theory which will be presented in experiential mode: in other words, participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups.  Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.

During day one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection.  These tasks performed while the participant is at work, will inform the next training session.


Session 2 (1 day)

The “homework tasks” are discussed and the next part of the course is completed, with participants completing their continuous assessment and reflection activities.  This workbook is handed in and serves as part of the participants PDP.  Within 4 weeks, workbooks are returned to us and we arrange the uploading of points.


The following paragraph came from an invitation to a workshop with the topic Developing Number Sense by Aarnout Brombacher:

At the heart of all mathematics is number. For children to be successful in mathematics, they need to have a strong sense of number. Children who fail to develop a strong sense of number in the early school years are unlikely to make significant progress in their mathematical development in later years.
Concerns about poor performance in mathematics in general and in South Africa in particular are well founded. Few children achieve their potential with respect to Mathematics.

Bradley S. Witzel said: “To achieve in mathematics, learners must acquire a good sense of numbers early in their academic career.”

The number content domain for grade four learners includes an understanding of place value, ways of representing numbers, and the relationships between numbers. By grade 4, learners should have developed number sense and computational fluency, understand the meanings of operations and how they relate to one another, and be able to use numbers and operations (i.e., add, subtract, multiply, and divide) to solve problems. Learners also should be using their grasp of number to understand the relationships between units of measurement and to convert from one unit to another.

Riccomini and Smith (2011) said that several initiatives have come to the forefront to attempt to improve performance in mathematics:

  • Emphasising number sense at all levels, but especially in the early grade levels
  • Stressing the importance of high-quality mathematics instruc­tion for all learners

International assessments like TIMSS, as well as ANA, emphasized the urgent need for the implementation of these initiatives WITHOUT DELAY!