Assessment of Mathematics Readiness Skills in Kindergarten Children in Sokoto State

Mathematics readiness encompasses foundational number sense and pre-mathematical skills that predict later academic achievement, and systematic assessment among Sokoto State kindergarten children identifies gaps for curriculum and teaching improvement. This study assessed mathematics readiness skills among kindergarten children aged 5 to 6 years in Sokoto North, Wamakko, and Illela Local Government Areas, Sokoto State, North West Nigeria. A descriptive survey design was employed, with 180 children assessed using the Early Numeracy Assessment adapted for the Nigerian context, measuring counting, number recognition, shape identification, pattern recognition, and one-to-one correspondence. Teacher surveys and brief parent interviews supplemented child assessments. Results showed that 65 percent of children demonstrated below-expected performance on number recognition and counting tasks. Pattern recognition was the weakest domain, with only 21 percent demonstrating proficiency. Children who had attended two or more years of nursery education performed significantly better across all sub-skills. Girls and boys showed comparable performance overall. Home numeracy activities were practised in only 29 percent of homes surveyed. The study concludes that mathematics readiness in Sokoto State kindergartens requires both classroom and home-based support. Recommendations include structured numeracy readiness activities in the state ECDE curriculum, parent-engagement mathematics kits for home use, and regular kindergarten screening for mathematics readiness by class teachers.

Keywords: mathematics readiness, kindergarten, Sokoto State, early numeracy, North West Nigeria