Good morning!

Counting can look simple from a distance, but for many children it is anything but. In this episode, I explore one to one correspondence: the idea that each object counted must be matched to one number word, and one number word only.

I look at why this principle matters so much in early mathematics, what it can look like when it is not yet secure, and how careful scaffolding can help children move from fragile, inaccurate counting towards greater independence and confidence.

Drawing on classroom practice, I explore how teachers can use modelling, manipulation, arrangement, and formative assessment to make the structure of counting more visible. I also reflect on what this tells us about effective scaffolding more broadly: not as a way of lowering demand, but as a way of making important mathematics learnable.

This episode will be particularly relevant for early years and primary teachers thinking carefully about the foundations of number and how to support children when counting begins to break down.

Hope you enjoy!

The Story of Mathematics - ALTA Education

The Principal Counting Principles - Ian Thompson

Help! They Still Don’t Understand Counting - Faith Sadler

The Scaffolding Effect - Rachel Ball and Alex Fairlamb

Huge thanks to everyone who shared last week’s episode. It genuinely helps the podcast reach more thoughtful primary teachers and leaders. If you know someone who enjoys properly reflecting on teaching, learning, or leadership, please do pass the link on.

That’s it from me this week. I’d really love to hear what you think about the epsiode. Leave a comment wherever you listen, or just hit reply and tell me what you’re thinking.

Until next time, thanks for listening.