The complexity of counting on

‘Counting on’ is a more efficient method than ​‘counting all’. But it’s also a more complex one. It requires the child to hold one number ​‘in their head’ and count on. This is challenging to do at first, as it relies heavily on the child’s working memory.

So how can Mrs Dalkin encourage children to use this more efficient yet more complex strategy?

Well, first it’s about being knowledgeable about the methods children could use to solve this problem.

It’s about being aware that children will be familiar with the ​‘counting all’ method as they will have used it in previous years at home and at school.

It’s also about recognising that ​‘counting on’ is a more complex method that doesn’t just come naturally to some children. It’s a method that needs to be modelled, repeatedly practised, and regularly promoted.