MATHEMATICS: NUMBER SENSE AND PROBLEM-SOLVING AT PRIMARY 6

By Good School Learning Hub

Mathematics is often a source of worry in the upper primary years. Some students can follow steps but struggle when questions look different, while others know their tables and formulas yet freeze during problem-solving. After more than 15 years of teaching primary students, I have seen that these struggles are rarely about intelligence. They usually come down to weak number sense or an over-reliance on memorised methods.

Problem:

A common concern among parents is that their child “knows the work” but cannot apply it confidently. Marks may fluctuate, and word problems often feel intimidating. Parents may wonder why extra practice does not always lead to better results, especially as questions become more complex. For students, repeated difficulty can lead to frustration and a loss of confidence, even when effort is clearly present.

Details:

In the primary years, strong mathematics learning depends on number sense — an intuitive understanding of numbers, relationships, and magnitude — as well as problem-solving skills. Many students learn procedures early, such as how to set up an equation or follow a model, without fully understanding why those steps work. What we see year after year is that when questions are phrased differently or require multiple steps, students with weaker number sense struggle to adapt. This is not a failure to learn, but a sign that foundations need strengthening.

Solutions:

Building number sense and problem-solving ability requires slowing down and thinking more deeply about numbers. Encouraging students to estimate answers, explain their reasoning, and compare different methods helps them see mathematics as connected ideas rather than fixed steps. In problem-solving, focusing on understanding the question and planning an approach is more important than rushing to calculate. Parents can support this by asking children how they arrived at an answer and by valuing clear thinking over speed. With consistent practice in reasoning, confidence and accuracy improve together.

Alternatives:

Some parents respond to maths difficulties by increasing drilling or emphasising speed, while others avoid challenging questions to reduce stress. Both responses are understandable, but each has limits. Excessive drilling can cause students to rely even more on memorisation, while avoiding problem-solving may leave gaps unaddressed. A more effective approach balances practice with thinking — reinforcing fundamentals while gradually exposing students to varied questions in a supportive way.

Further thoughts:

Mathematics in the primary years is not about memorising every possible question type. It is about building a flexible understanding of numbers and learning how to think through problems calmly. When students develop strong number sense and problem-solving habits, they become more confident and adaptable, even when questions look unfamiliar. With steady guidance and the right focus, mathematics can shift from a source of stress to a subject students approach with greater assurance.