L773:1082 3301 OR L773:1573 1707
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Identifying opportunities for grade one children to acquire foundational number sense : Developing a framework for cross cultural classroom analyses
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- Andrews, Paul, 1954- (author)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
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- Sayers, Judy, 1960- (author)
- Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
- (creator_code:org_t)
- 2014-06-25
- 2015
- English.
- In: Early Childhood Education Journal. - : Springer Science and Business Media LLC. - 1082-3301 .- 1573-1707. ; 43:4, s. 257-267
- Journal article (peer-reviewed)
Abstract
Subject headings
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- It is known that an appropriately developedfoundational number sense (FONS), or the ability tooperate flexibly with number and quantity, is a powerfulpredictor of young children’s later mathematical achievement.However, until now not only has FONS been definitionallyelusive but instruments for identifyingopportunities for children to acquire its various componentshave been missing from the classroom observationtools available. In this paper, drawing on a constant comparisonanalysis of appropriate literature, we outline thedevelopment of an eight dimensional FONS framework.We then show, by applying this framework to three culturallydiverse European grade one lessons, one English,one Hungarian and one Swedish, that it is both straightforwardlyoperationalised and amenable to cross culturalanalyses of classroom practice. Some implications arediscussed.
Subject headings
- NATURVETENSKAP -- Matematik -- Annan matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics -- Other Mathematics (hsv//eng)
Keyword
- Grade one mathematics
- Number sense
- Cross-cultural studies
- Number competence
- Mathematics instruction
- matematikämnets didaktik
- Mathematics Education
Publication and Content Type
- ref (subject category)
- art (subject category)
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