Appearing alongside Professor Brian Butterworth (University College London) and Professor Jo Van Herwegen (UCL Institute of Education), Professor Gilmore discussed the importance of early mathematics learning and the role it plays in shaping later educational, employment and life outcomes.
During the session, Professor Gilmore highlighted evidence showing that children's early maths knowledge and skills are among the strongest predictors of later success. She described a "snowball effect" in which children who develop strong mathematical foundations in their early years are better equipped to benefit from future learning opportunities and progress more quickly throughout their education.
Committee members explored a range of issues relating to early years numeracy during the session, including the fundamental skills children need to develop, the role of parents in supporting mathematical learning, attitudes towards maths, teacher training and the use of technology to support learning. Professor Gilmore emphasised that mathematics in the early years extends beyond number skills alone, encompassing broader conceptual and spatial reasoning skills that are essential for later learning.
Professor Gilmore also highlighted the important role parents can play in supporting children's mathematical development through everyday activities such as games, cooking and play. She argued that greater support is needed to help parents recognise the value of early maths learning and build confidence in helping their children develop these skills.
The Committee additionally examined the alignment of current Early Learning Goals with research evidence, and the training and professional development opportunities available to practitioners working in early years settings. Professor Gilmore stressed the importance of ensuring that all practitioners have access to high-quality mathematics-specific professional development to support children's learning.
Another issue covered in depth during the session is dyscalculia, a specific and persistent learning difficulty that affects a person's ability to understand numbers and perform mathematical calculations. This line of questioning was led by Baroness Bull, who has previously worked with Loughborough researchers, including Professor Gilmore, to inform her Parliamentary work on the issue.