Let’s visit Numberland —
where number sense and language(s) naturally thrive in child relevant play

For practitioners in all settings with children between 3 and 6 years of age
InformationVideosOptional ResourcesBooksHands-on Teacher Trainings (online/offline)


Keep the joy in the early years with meaningful early maths.

Spark you children and unburden yourself

… with an irresistible, research and field proven source of synergy for number sense, language, and crucial competences

Today’s increasing challenges in the early years often endanger the joy of these precious years which should be full of free play and exploration. More than ever do you need means that integrate and engage all children. The key is an environment in which the good things happen. Because all children are natural learners and come with the same chances.

Please check this game changer: A research and field proven easy going and highly efficient, flexible co-adventure for numeracy and literacy for the ever so important early years. Fuel your children and unburden yourself by letting the good things happen! In any context!

What is special about Let’s visit Numberland?

Let’s visit Numberland is an irresistible, child relevant idea to nurture the natural love of all children for the language of maths. It translates crucial number knowledge into the world of children and puts it into a context that matters to them, no matter how diverse they may be:

In Numberland, we do not just teach numbers and shapes. We turn abstract maths into an exciting, tangible happening! And spark children to engage in role play.

This is what we do: We visit the numbers in their neighbourhood, build houses for them, plant flowers in patches, decorate the gardens with whatever we have at hand or find inside and outside… discuss, play, sing, learn new things about the world…

Thus, Let’s visit Numberland supports your children to achieve a thorough foundation of number sense – including the joy and free, imaginative role-play they need so much for their proper development.

This open, co-constructive concept started 2004 as a (peer reviewed) scientific project by pedagogue Dr. Gerhard Friedrich Germany. It showed that children could gain one entire year within only ten weeks, both maths and language and independent from their socio-economic background. Let’s visit Numberland soon became a standard approach in Germany, including a best selling book and optional resources.
Since 2010, Numberland has been becoming an international success story in preschools world wide with happy children and teachers.

Hi from Germany!

Ever since my own children where Numberland pioneers in 2004, it has been my mission and my joy to contribute to equal chances for all children and to a happy childhood.

Also to unburden you as teachers and parents by providing what it needs to Let the Good Things Happen.

With minimum input and maximum joy and results. It is easier than you may think. Promise!

barbara schindelhauer let's visit numberland
Barbara Schindelhauer,
Numberland co-author

Get the full picture of Let’s visit Numberland to maximise YOUR results, joy, and synergies

With my website, I want to provide a rich buffet of opportunities for you to choose from according to your individual needs. No need to invest big money or much time on top! Though you are not left alone but can pick from carefully designed resources.

What schools say about Let’s visit Numberland

On first encountering Numberland’s houses and gardens, the children’s faces said it all – you often strive for awe and wonder in Early Year settings and it clearly appeared that day. The resource was used initially to help support the children’s developing understanding of each number, 1 to 10 – their counting, their quick number recognition and their emerging deeper understanding of what each number entails – as we say, ‘the fiveness of five!’. 

Not only does Numberland develop number skills and mathematical knowledge, but it also enhances children’s imagination, fine motor, critical reasoning and communication skills – even their social skills – as they learn to share, collaborate and co-operate. We look forward to further exploring the many possibilities of Numberland with our new Reception class in September. 
— Hunsley Primary School, North Ferriby, UK

The concept of Numberland is working REALLY well for us! Reasoning and maths talk is much more prominent and interest/enthusiasm and creativity in maths is much higher than previous classes. Children are becoming ‘producers’ of maths instead of ‘consumers’. Made my own resources and added some characters borrowed from another source who live in each house. LOVE IT!
— Holleyhill Primary School, Selston (UK)

I had no idea that it would make such a big impact on our children. I know that we are providing our children with a strong foundation through Numberland. … Parents are reporting to us that their children are telling them that they have to be at school on the Numberland days.

And, not a day goes by that one of our children doesn’t make a reference to Numberland by pointing out the number we are on and finding objects in our world with that number or doing basic math concepts in different settings throughout our day without our prompting. 
— Diane Hess, PreK teacher, Texas, USA

The children absolutely love it! The idea that the children have to negotiate, reason and justify whilst relating this to numbers, is what makes it perfect for developing early, yet essential, problem-solving skills. The children are led to ‘teach’ the teacher, as it is up to them to explain why certain items are allowed in certain gardens. This style of ‘learning and teaching’ has been proved to be the most effective. As we all know, if we get told something – a rule or a procedure – we are unlikely to retain it on a long-term basis, but if we manage to figure a rule or procedure out for ourselves, by developing links and concepts, it is more likely that we actually understand the concept, therefore it is more likely that we will retain it. This is why Numberland is absolutely perfect for teaching those early number skills.
— Amy Langmead, KS1 teacher