Over the last 20 years, the use of calculators and digital measuring equipment has to some extent replaced mathematical mental/written activity and also the use of analogue measuring equipment. This paper explores some aspects of number concept, reading the number line, and estimation from scales. The students being considered are mainly part of a foundation year in science/engineering/computing, many being mature students who are returning to education. The foundation year provides an alternative entry to degree courses for students without the conventional entry qualification. The results obtained are compared with research undertaken in schools. The results of the research will be used to inform the teaching of future foundation cohorts. (Author)