Does The Maths Skill Set actually help children learn maths? A new pilot study says yes

Maths can be difficult for young children to learn. Much of it is abstract, and early classroom instruction often doesn’t go deep enough to build true understanding. Without plenty of hands-on practice and real-world context, it can be difficult for children to develop number sense – the foundation for everything that comes next in maths.

Research shows that early play-based maths activities – especially those connected to everyday life – can strengthen young children’s foundational maths skills. When maths is fun, children practise more – and more practice builds the skills that lead to confidence. Those are the principles behind The Maths Skill Set.

But how much of a difference can it actually make? To find out, we put our new maths programme to the test.

A look at our six-week pilot study

Our pilot study followed 28 children from Lovevery families through Part 1: Hands-on Maths of The Maths Skill Set over six weeks. Most were between 4 and 5 years old and enrolled in preschool or pre-school. Families were instructed to use the games, activities and books for 20 minutes a day, five days a week.

Researchers evaluated the children’s maths skills before and after the study using the Preschool Early Numeracy Screener (PENS), a standardised assessment of counting, numerical relationships, arithmetic, numeral knowledge and story problems. A study-specific assessment measuring skills covered in The Maths Skill Set was also used.

Parents completed brief weekly check-ins along with pre- and post-study surveys, sharing what they observed about their children’s motivation, enthusiasm and confidence, as well as their own confidence in supporting maths learning at home.

Nearly all children (93% to 96%) improved their maths scores

Children’s maths skills improved substantially after six weeks of using The Maths Skill Set.

On the PENS assessment, 93% of children improved their scores, gaining an average of 6.61 points – a statistically significant increase. On the assessment specific to The Maths Skill Set, 96% of children improved, with scores nearly doubling on average. Effect sizes were large to exceptionally large on both measures (Cohen, 1988).

Effect sizes help us understand how meaningful the changes in scores are from before families used The Maths Skill Set to after using it. The effect sizes found in this pilot study substantially exceeded typical benchmarks for a “large” effect.

On the assessment specific to The Maths Skill Set, scores rose from an average of 2.71 to 5.57 out of 8 possible points. Researchers described the effect size as “exceptionally large”. These results substantially exceed conventional benchmarks for a “large” effect (Cohen, 1988) and are much greater than the impacts typically found in educational interventions, where effects often fall below 40%.

During the study, children developed foundational skills that support later academic success, including:

• Counting
• Numerical relationships
• Early arithmetic
• Problem-solving
• Numeral recognition
• Story-based mathematical thinking

Because improvement was consistent across both assessments, the findings suggest children weren’t simply memorising activities, but developing genuine mathematical understanding.

100% of parents reported their children felt more motivated and enthusiastic about maths

How children feel about maths matters, especially early on. Children who feel curious and capable are more likely to continue engaging with it. Because The Maths Skill Set centres on games and hands-on activities, children were eager to keep learning even after their 20-minute sessions ended.

By the end of the six weeks:

• 100% of parents reported their child was more enthusiastic and motivated
• 85.7% reported increased confidence

Parents also observed that children were increasingly likely to notice maths in everyday life and independently share those discoveries.

100% of parents felt more prepared and 96% felt more confident supporting maths learning

Supporting maths learning can feel overwhelming, especially if you don’t feel particularly confident about maths yourself. The study found that this changed over six weeks.

Nearly all parents (96.4%) reported feeling more confident supporting their child’s maths learning, and 100% reported feeling more prepared. Parents also said they felt better equipped with practical tools, more able to make maths fun and more knowledgeable about how maths skills develop over time. For many families, having clear, step-by-step guidance removed the guesswork entirely.

All parents said they would continue using The Maths Skill Set

At the end of the study:

• Satisfaction scores averaged 9.57 out of 10
• Likelihood to recommend averaged 9.64 out of 10

Parents frequently highlighted:

• High-quality materials
• Engaging games and activities
• Easy-to-follow guidance
• Opportunities for independent learning
• Meaningful time together

What’s next

The results of The Maths Skill Set efficacy pilot study provide promising preliminary evidence and support the rationale for a larger controlled study.

For parents, the findings offer encouraging insight: when maths is introduced through playful, hands-on experiences supported by thoughtful guidance, children can build not only stronger maths skills, but also greater confidence, motivation and genuine joy in learning ♥️

The Maths Skill Set – Part 1

Make maths learning fun and meaningful from the start with this collection that builds from counting and quantity to early addition, subtraction, and spatial reasoning.

Learn more

Learn more about the research

de Chambrier, Anne-Françoise, Ariane Baye, Mélanie Tinnes-Vigne, Youssef Tazouti, Joëlle Vlassis, Débora Poncelet, Nadine Giauque, Annick Fagnant, Christophe Luxembourg, Amélie Auquière, Sylvie Kerger and Christophe Dierendonck. Enhancing Children’s Numerical Skills through a Play-Based Intervention at Kindergarten and at Home: A Quasi-Experimental Study. Early Childhood Research Quarterly 54 (2021): 164–178.

Cohen, Jacob. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum Associates, 1988.

Flores, Israel. The Maths Skill Set: Promising Evidence of Effectiveness. Research brief, May 2026. Unpublished report.