Realising the cognitive potential of children 5–7 with a mathematics focus

This paper describes the application of theories underlying research-in-progress intended to enhance substantially the cognitive development of children in the first two years of Primary school. The intervention is delivered partly in the context of mathematics, and partly through an existing Y1 intervention focused on Piagetʹs concrete operations. The research addresses the findings of the CSMS surveys 30 years ago that barely 20% of the population achieve, by the end of adolescence, the cognitive development which Piaget presented as normal. The research aim is to alter this proportion from the very beginning so that more children may benefit from schooling.