Numeracy Skills of Grade 1 Learners

Abstract: Numeracy skills must be acquired as early as Grade 1 to build a strong foundation for understanding more complex mathematical concepts. This study assessed the numeracy skill levels of 217 Grade 1 learners to inform an intervention plan. Using a descriptive research design and a self-made test questionnaire, the study evaluated learners across four areas: number and number sense, patterns and algebra, geometry, and measurement. Results showed a satisfactory overall performance, with very satisfactory levels in number and number sense and patterns and algebra, and satisfactory levels in geometry and measurement. Analysis by sex showed no significant differences across the areas, except for measurement. Regarding parents’ educational attainment, learners with both lower and higher levels of parental education performed similarly, except in measurement where attainment was significant. For number of siblings, both groups performed similarly, though it was found to significantly affect number and number sense. The study concluded that while some demographic factors showed minor influence, overall skill levels remained within satisfactory to very satisfactory ranges. Strengthening these basic numeracy skills is essential to support lifelong mathematical competence and help learners face real-world challenges. Recommendations were made to address identified gaps. Keywords: Numeracy skills, number and number sense, patterns and algebra, geometry, measurement