Numicon - helping students 'see' maths more clearly

Numicon is an inclusive multi-sensory approach to teaching maths. It does not replace, but complements the National Curriculum used in schools. It was initially planned for the mainstream classes but has also been found to be of support to children who are skills-challenged.

The rationale behind the Numicon system is that learning is quality first and skills-based; the children learn maths language; they can understand number relationships; do calculations without counting, and make connections to use and apply their understanding of maths.

It uses a series of patterns to represent each numeral. The patterns are designed so that number relationships can be seen in a way that is not provided with numerals. The programme is structured and easy to follow and uses a multi-sensory, maths teaching approach, through the use of visual Numicon images. It follows a series of practical teaching activities in three stages - Foundation, Kit 1 and Kit 2.

Initially, it was used in mainstream schools in the UK for a year, with children of different abilities. All participating schools subsequently reported that they wanted the project to continue.

Dr Joanna Nye, a chartered psychologist at the Down's Syndrome Educational Trust, evaluated the Numicon system as a tool for teaching maths skills to children with Down's syndrome during the 'Portsmouth Numicon Project' conducted between 2003 and 2006. In a summary of the results, published in her book Teaching number skills to children with Down's syndrome using the Numicon Foundation Kit, she concluded that:

• The materials and methods clearly support the development of early number concepts, and in particular the ability to calculate; for some children, using Numicon enabled them to develop these skills for the first time;

• It enables teaching staff to 'see' what the child is thinking, which is important to identify both successes and confusions in the child's understanding;

• It can be used to support everyday number skills, such as time and money;

• It is especially beneficial to children who use a visual and/or multi-sensory approach to learning;

• Children are motivated to engage with the materials as they are so attractive, and as they succeed with the materials they develop confidence in maths-related work;

• The teaching system's clear structure is useful for teaching staff who are looking for a way to differentiate the numeracy curriculum.

One of the Numicon maths system designers, Romey Tacon, recently held a workshop and training seminar for staff at the Eden Foundation.

Ms Tacon used to be a head-teacher at a dyslexia-friendly infant school and special needs facility in East Sussex. She was also a leading maths teacher for East Sussex.

The UK's Teacher Training Agency engaged and funded her as a teacher researcher from 1996 to 1998. The research team sought to discover why so many children were failing in mathematics when they were so successful in other areas.

They worked on a classroom-based research project to find out if - through the use of visual structured imagery - the children would be helped to understand arithmetic better. Together with co-authors Ruth Atkinson and Dr Tony Wing, the Numicon Teaching Programme was launched.

Rosette Gatt, co-ordinator of Parent and Child Educational Services (PACES) at the Eden Foundation, had initially been introduced to the system on one of her visits to the UK.

A pilot project was launched in January last year and work was started with some of the clients benefiting from the services. Results were positive and the parents of the children benefiting from PACES services were introduced to the programme.

Individuals or schools who would like to know more about this system can contact staff at PACES/the Eden Foundation on 2366-1324.