In this short paper,we describe issues resulting from a lack of clarity in understanding the nomenclature of numeracy in mathematics education at the school level and consider some of the underlying foundational structures of mathematical thinking.The purpose of the paper is to open a conversation about shifting the focus from the narrower conceptual boundaries concerning numeracy by considering theoretical perspectives that describe mathematical thinking as a form of intelligence on the one hand,and as a skill within the paradigm of 21st century skills,on the other.We identify a number of questions to be considered in teaching mathematics and specifically in contexts where digital technology is utilised.