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Opportunities for year-one children to acquire foundational number sense: comparing English and Swedish adaptations of the same Singapore textbook
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0001-5609-0752
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-3679-9187
2019 (English)In: Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7) / [ed] Lorraine Harbison, Aisling Twohill, Dublin: Institute of Education, Dublin City University , 2019, p. 251-258Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we compare adaptations of a Singaporean year-one mathematics textbook for use in England and Sweden respectively. The texts were analysed in two different ways against the eight dimensions of Foundational Number Sense (FoNS), a set of core competences that the literature has shown to be necessary for year-one children’s later mathematical learning. The first analysis, based on frequencies, showed that neither adaptation incorporated any opportunities for children to acquire the two FoNS competence relating to estimation and number patterns respectively. They also showed that the English adaptation comprised significantly more tasks than the Swedish, particularly with respect to systematic counting, where the former comprises 26% more tasks than the latter. The second analysis, based on moving averages, showed that across five of the six FoNS categories for which there were data, the temporal location and emphases of FoNS-related learning were comparable, with, in particular, no such opportunities after the mid-point of the school year in either book. However, the English adaptation’s presentation of systematic counting, occurring at various points throughout the school year, was substantially different from the Swedish adaptation, highlighting differences due, we speculate, to interpretations of local didactical traditions.

Place, publisher, year, edition, pages
Dublin: Institute of Education, Dublin City University , 2019. p. 251-258
Keywords [en]
year one children, Sweden, England, number, comparative studies, textbooks
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-175204OAI: oai:DiVA.org:su-175204DiVA, id: diva2:1361368
Conference
Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7), Dublin, Ireland, 11 - 12 October, 2019
Projects
FoNS - Foundational Number Sense
Funder
Swedish Research Council, 2015-01066Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-11-13Bibliographically approved

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CiteExportLink to record
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Citation style
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Output format
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