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Numeracy Concept Map

Numeracy Concept Map

Download the Numeracy Concept Map



  • Numeracy concept map is a codification of concepts in the domain of basic numeracy, comprising of concepts a child needs to know to understand the domain.

  • The map categorizes concepts into broad concept heads called dimensions along which the child needs to learn.

  • Dimensions branch out into one or more levels of micro-concept units. Micro-concepts are concepts or skills that a child needs to learn. A micro-concept can be broken up into more granular micro-concepts, which have a parent-child relationship. Micro-concepts are crucial within the EkStep personalised learning model because they help us understand what to teach and when to teach, at granular levels. There are several micro-concepts to be learnt within a dimension; for instance, the dimension number sense covers reading and writing numbers, ordering numbers in a sequence, place value etc.   

  • Mapping a broad domain (like numeracy) at the most granular micro-concept level will allow us to understand where exactly a child is lagging, and bridge that gap in learning. For instance, Venu, aged 10, cannot solve Class 2 math. A more granular picture tells us that Venu can recognize shapes but not name them (in geometry), read and write numbers but not add (in number sense). More granular information tells us that Venu can actually add using money, but cannot add when numbers are presented in the form of vertical addition. Thus, micro-concepts present granular indicators of a child’s learning progress.

  • Absence of learning a micro-concept can create gaps in a child’s learning and can affect learning in later stages (ASER 2014). Therefore, it is central to learning paths and assessment embedded in the EkStep platform.

How can the numeracy concept map be used?

The numeracy concept map has 2 uses for the EkStep platform:

  • To discover the child's level through assessment of micro-concept gaps in learning and provide content to fill in those gaps. Thus, it enables personalised learning.

  • Content on the platform is tagged to numeracy micro-concepts and, in turn, to class levels 1-5. Thus, children, educators, parents and facilitators can find specific learning content they are looking for.

Who can use the Numeracy concept map?

The numeracy concept map can be a useful tool for educators, parents, content developers or anyone interested in the acquisition of numeracy for young children.


Educators and teachers can use the map as a guide to develop curricular sequences and assessments at the granular level of micro-concepts.

They can personalise the maps by tagging each micro-concept to teaching methods and content. Lesson plans can be created around each micro-concept.


Content developers can use the maps as a template for creating learning content, by tagging content along the micro-concepts represented in the map. They can build learning content to cover a set of micro-concepts either according to class levels or higher order micro-concepts.

Feedback and enhancement

The numeracy concept map attached here is a reference framework. EkStep is reaching out to the larger education community to contribute to the map by providing feedback and enhancing it.


ASER 2014. Annual Status of Education Rural 2014. New Delhi: ASER Centre.  

Bhattacharjea S, Wadhwa W and Banerji, R 2011.  Inside Primary Schools: A study of teaching and learning in rural India. ASER and Pratham Mumbai Education Initiative.

Bose, A. & Subramaniam, K. 2013. Characterizing work-context from mathematics learning perspective. In G. Nagarjuna, A. Jamakhandi, & E. M. Sam (Eds.), Proceedings of epiSTEME-5: International conference to review research on Science, Technology and Mathematics Education, (pp. 173–179). Margao, India: Cinnamonteal publishing.

Educational Initiatives 2010. Student Learning Study (EI)

GIZ 2014. Teaching numeracy for pre-school and early grades in low income countries. (GIZ)

NCERT 2006. Syllabus for classes at the elementary level: Mathematics I-IV (NCERT)

Nuffield Foundation 2007. Key Understandings in Mathematics Learning (NF)

Subramaniam, K. 2003. Elementary mathematics: A teaching learning perspective. Economic and Political Weekly, Special Issue on the Review of of Science Studies: Perspective on Mathematics. 37 (35).

Subramaniam, K. 2008. What mathematics does everyone need to learn. In Proceedings of the Core Group Workshop on Science Education in India. Mumbai, India: Homi Bhabha Centre for Science Education.

Subramaniam, K. 2013. Research on the learning of fractions and multiplicative reasoning: A review. In S. Chunawala (Ed.), The epiSTEME reviews: Research Trends in Science, Technology and Mathematics Education, (Vol. 4). New Delhi, India: Macmillan. (Subramanian)

Subramaniam, K., & Bhatt, KM. 1997. Activities for school mathematics laboratory (Technical Report No. 37). Mumbai, India: Homi Bhabha Centre for Science Education.

Canadian Child Care Federation and Canadian Language and Literacy Research Network (CCCF & CLLRN). 2010. Foundations for Numeracy. (CCCF and CLLRN)

Planning Commission. 2012. Twelfth Five Year Plan 2012-17. (XII Plan).