Proficiency in mathematics is an essential prerequisite to educational and vocational success in this dynamic world. In Jamaica, however, unsatisfactory achievement in mathematics is a longstanding problem at all academic levels. Previous research suggests that problems related to numeracy and mathematics may originate in early childhood (Chu et al., 2019; Wang et al., 2016). Therefore, there have been increased calls for initiatives to improve mathematics achievement to focus on the early childhood level and involve not only teachers but also parents. While parental involvement in a child’s mathematics learning has been found to generally result in positive educational outcomes (April; Park & Holloway, 2018), many Jamaican/Caribbean parents feel ill-equipped to assist their children at home in this subject area (Munroe, 2009). Furthermore, in Jamaica, the early childhood curriculum highlights the involvement of parents in their child’s education. However, there are very few research-based models as to how to do this effectively.

The Written Numbers in Everyday Life Project:

• is a collaboration between the researchers at the University of West Indies, Mona Campus and the University of Southampton;
• involves 3-5 year old children spotting numbers in real-world contexts, such as price tags, speed signs, cans of food, and birthday cakes and parents discussing the numbers with their children. It also involves teachers who will follow up the at-home activities with weekly classroom-based activities to reinforce and concretise children’s developing knowledge.

Aims & Objectives

• Support family engagement and family confidence to engage with early number-related activities at home across diverse socio-cultural contexts;
• Develop preschool children’s knowledge of the multiple meanings and social uses of written numerals across diverse everyday contexts;
• Create coherent connections between children’s early number learning experiences in everyday life and their learning at school through the co-development and trial (with Preschool partners) of an adaptable, context-relevant programme of preschool-based activities;
• Adopt a "strengths-based" methodology for family involvement in learning that recognises diverse families’ existing knowledge base and everyday experiences as valuable resources.