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Opportunities to le...
Opportunities to learn foundational number sense in three Swedish year one textbooks : implications for the importation of overseas-authored materials
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- Sayers, Judy (författare)
- School of Education, Leeds University, Leeds, UK
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- Petersson, Jöran (författare)
- Malmö universitet,Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Malmö University, Sweden,Institutionen för skolutveckling och ledarskap (SOL),Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
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- Rosenqvist, Eva (författare)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
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- Andrews, Paul (författare)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik,Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
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(creator_code:org_t)
- Taylor & Francis, 2021
- 2021
- Engelska.
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 52:4, s. 506-526
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- In this paper we present statistical analyses of three textbooks used by Swedish teachers to support year one children's learning of mathematics. One, Eldorado, is authored by Swedish teachers, another, Favorit, is a Swedish adaptation of a popular Finnish series and the third, Singma, is a Swedish adaptation of a Singapore series. Data were coded against the eight categories of foundational number sense, which are the number-related competences literature has shown to be essential for the later mathematical success of year one learners. Two analyses were undertaken; the first was a frequency analysis of the tasks coded for a particular category, the second was a time-series analysis highlighting the temporal location of such opportunities. The frequency analyses identified statistically significant differences with respect to children's opportunities to acquire foundational number sense. Additionally, the time series showed substantial differences in the ways in which such tasks were located in the structure of the textbooks. Such differences, we argue, offer substantial didactical challenges to teachers trying to adapt their practices to the expectations of such imports.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- NATURVETENSKAP -- Matematik -- Annan matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics -- Other Mathematics (hsv//eng)
Nyckelord
- Sweden
- mathematics textbooks
- comparative research
- year one children
- foundational number sense
- matematikämnets didaktik
- Mathematics Education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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