Let's visit Numberland
About the Concept - Background - Elements
Let's visit Numberland is an imaginative, playful and, therefore, highly efficient and motivating yet down-to-earth concept on conceptual understanding of basic numbers and shapes. It is consequently designed from a child's perspective: How do they see the world? What can they build on? How do they think? What do they need and like?
Find more about the concept and its elements.
understanding and more
Yet the children benefit far beyond the matter itself: Language, self-esteem, concentration and cognition, motivation and creativity, social, motor and music skills are enhanced as well.
The edge of "Let's visit Numberland" lies within the embracing approach: The concept allows a child to experience the entire aspects of numbers with the entire self, i.e. body, mind and spirit. This way, children in their daily play develop a multi-faceted, positive image and a deep, lasting understanding which they can build on.
As an open and didactic concept,
'Numberland' is not a programme but rather a central
theme that helps strutcturing. The specific elements
encourage both children and staff to bring in own
ideas. It can be easily adapted to individual needs
and age brackets. Popular and established, relevant
activities can be brought in and 'Numberland' can be
a trigger for the further exploration of topics,
e.g. bees with their six legs and their hexagonal
It is very natural for children to travel to a country where numbers live: For a while, children regard regard everything around them as being alive. Anything magic strongly appeals to small children and going with that is a strong emotional thinking.
In addition, children of that age need
tangible experiences of the inherent abstract
character of mathematics.
There is a mischievous (but not scary)
goblin messing around and a nice fairy sorting
things out (These two characters may also be named
different, but children love the good vs. bad).
Tales and music, lots of active games and other
things children enjoy complement the experiences.
And it had: Friedrich/Munz proved that within only ten weeks children aged 3 to 6 gained the mathematical competence and understanding they would have normally achieved only within one year. The same was true for language skills and for under-privileged children with partly very poor understanding of the German language.
The University of Heidelberg confirmed the findings in a second study from 2005 to 2009. Details
Kindergarten and preschool teachers alike are enthusiastic about the all-embracing advancement of the children. They appreciate how well this open concept can be combined with their schedule and how individually it can be realized.
Nursery schools, preschools, primary schools and special schools in Germany strongly benefit from 'Numberland' which they adapt to their special needs. Over 50.000 books of the German book have been sold since 2004. Because children are so similar and maths is a global language anyway, 'Numberland' has started to find its way to Texas, Poland, Russia, Romania, Bulgaria, India, and Thailand.
Teachers approve the concept as an optimal preparation for school and even use it in first grade.
In industrial Ludwigshafen, Germany, with
many underprivileged children, teachers diagnose a
higher base level and more self-esteem, leading to
more motivation and participation.
Number Lane can also be used to
combine ordinal and cardinal aspect.
The gardens correspond to the geometric aspect and are arranged in a circle, representing Number Town. Access is strictly limited! Children may pick 4 bricks, 4 pens, or 4 beans and place them in the garden. Thus, they experience the cardinal aspect as well as invariancy. Yet a toy-horse is also allowed due to its 4 legs. Yet it also has 1 tail, 2 eyes, 2 nostrils...
Children are strongly motivated to
find out, discuss, and decide where to put an
object. This fosters cognition, reasoning, language
skills, social competence - and general knowledge.
The trick is that as of Number Six, each number gets two houses: Number Six’ house has 5+1 windows, Number Seven has 5+2, etc., allowing the children to build on the already acquired concept of 1 to 5.
This concept corresponds directly to
the children’s hands. It transports the idea that
numbers can be split. And, highly important, it
supports children acquire simultaneous entry of
If realized as fourcolored bricks,
the children can make experiences with various
aspects of numbers as well as possible number bonds
or how to split numbers.
But there is also the Fairy of the
Numbers who can be called with a spell and who helps
to get things right again.
The children can listen, talk about
the tales, make role plays, and so on. Interesting
details for the general knowledge are embedded in
the tales and, possibly, picked up later on. Or how
about making up your own number tale?
As an alternative or in addition,
popular nursery rhymes or relating songs can be
included as well. It is fun to explore the patterns
in rhythms and to sing, dance, and make music
A folder going
along with the project can collect what a child
produced or did. It is highly treasured by the
children and a good document of a child’s
31 October 2016
Copyright: Barbara Schindelhauer (firstname.lastname@example.org)