What Counts as Foundational Numeracy? a Post-covid Scoping Review of Early Number Learning in Marginalised Global South Contexts

Kaur, Tandeep; Venkat, Hamsa; Graven, Mellony; Mukaka, Angel; Mathews, Corin; Abdulhamid, Lawan; Yushau, Balarabe

Abstract

Early number learning strongly predicts later mathematics achievement, yet there is limited clarity on how foundational numeracy is currently conceptualised and measured in Global South research. This scoping review maps 35 peer-reviewed academic studies on early number learning published between 2022 and 2025 in the post-COVID period. Drawing on Whitacre et al.’s (2020) framework, the analysis shows that most studies define early numeracy through symbolic performance on basic number tasks, typically assessed using short, standardised early-grade numeracy tools. Approximate number sense and mature whole number reasoning are rarely central constructs. This dominance of symbolic attainment indicators produces strong evidence for system monitoring, but offers limited insight into conceptual understanding. The findings suggest the need for a broader conception of foundational numeracy that integrates fluency with understanding.

Keywords

Scoping reviewFoundational numeracyGlobal South

Recommended citation

Kaur, T., Venkat, H., Graven, M., Mukaka, A., Mathews, C., Abdulhamid, L., & Yushau, B. (2026). What Counts as Foundational Numeracy? a Post-covid Scoping Review of Early Number Learning in Marginalised Global South Contexts. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 771–778). Psychology of Mathematics Education (PME). ISSN 2790-3648.

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