Numicon is a MASTERY approach incorporating Communicating, Exploring Relationships and Generalising.

  • Communication - Maths is a language of patterns and relationships
  • Exploring Relationships - Hands-on and learning through explicit and purposeful teaching, and play
  • Generalising concepts and applying to all of life through problem-solving and inquiry learning
  • Based on the CPA Approach and the studies of Piaget, Vygotsky, Bloom, Guskey, Sfard, Skemp, Davydov, Wing, Stern, Bruner and others
  • Continually refreshed and updated
  • Printed and Online Teaching Resources


The key benefits of using Numicon:

1. Making Maths really obvious! - a multi-sensory approach supports all learners

2. Fulfils the NZ Curriculum, the refreshed curriculum and more. 

3. Consistent journey for the students through their schooling

4. Improved achievement for every student

5. Planning provided to select the best activities allowing for greater creativity

6. Assessment built in as a formative approach

7. Flexibility for any setting with settings adaptable for any cultural response

8. Inclusive education practice - every child included

9. Ongoing PD assistance, especially in a full year or two package

10. An effective SCHOOL WIDE approach loved by teachers all over the world

Read further:

What is Numicon?   

Why is Numicon so successful? 

What is the Numicon Approach in teaching?

An introduction to Numicon A booklet to download


Key Mathematical Ideas with Numicon

Numicon's beginnings

Research and evidence

Further Research

Webinar on Youtube. Following the CPA model as introduced by Bruner, researched by Haylock.

Numicon in NZ

A whole school approach

A whole school approach - Resources Information

A whole school purchasing guide

Setting up Numicon in your school






Oxford Owl - online support


Numicon and other curriculums

Numicon and Cambridge Maths

Numicon and IB

Numicon and Maths No Problem Matching Charts for each year level- contact us

Numicon and Power Maths Matching Charts for each year level - contact us

Numicon and White Rose Maths matching charts for each year level - contact us

Early Childhood - learning through play

Early childhood information 

Early Childhood products

For specialist teachers



Intervention for older learners/Acceleration

For RTLB's

For LSC's,SENCO's, Teachers and TA's working with students who have High Learning Needs

All parents

Parents of children with special needs

What about an inclusive approach?  How do I differentiate?

Differentiation can exist within a mastery approach and these appear to be the key strategies:

·       Skilful questioning within lessons to promote conceptual understanding (Drury, 2014Jones, 2014Guskey, 2009)

·       Identifying and rapidly acting on misconceptions which arise through same day intervention (Stripp, 2014MathsHubs, 2015a) (ARK, 2015).

·       Students who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content. (NCETM, 2014)

·        Use of concrete, pictorial and abstract representations according to levels of conceptual development (Jones, 2014Drury, 2014)

This last point is sometimes linked to differentiation and to a view that ‘less able’ children are more likely to need ‘concrete’ apparatus, while more able children can move straight to a pictorial or even abstract representation.

Skilful use by teachers using a variety of representations for students, enabling students themselves to represent mathematical in different ways, is part of effective teaching. Use of a variety of representations for everyone this prevents a fixed ability self-theory (Dweck, 2000) and not conducive to student effort and to learning.

Numicon uses Numicon shapes, Cuisenaire rods, Place Value equipment, counters, tens frames, bead strings...

All information is of a general nature only and must not be taken as advice. Every attempt has been made to represent the products on this website and the information with integrity. Prices and products are subject to change.