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The development of foundational number sense in England and Hungary: A case study comparison
University of Cambridge, UK.
University of Northampton, UK.
National Centre for Excellence in the Teaching of Mathematics, UK.ORCID iD: 0000-0003-3679-9187
2013 (English)In: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, 2013, 1835-1844 p.Conference paper (Refereed)
Abstract [en]

Foundational number sense - being able to operate flexibly with number and quantity - is a predictor of later mathematical achievement. In this paper, drawing on lessons on number sequences to grade 1 children, we examine how two teachers, one English and one Hungarian, construed locally as effective, created opportunities for children to develop foundational number sense. The Hungarian teacher, in ways typical of that country’s mathematics teaching tradition, offered frequent and coherent opportunities for students to develop foundational number sense. The English teacher, working in a tradition whereby interactive technology increasingly mediates classroom discourse, offered few and less coherent opportunities, masked by the teacher’s frequent attention to display features of the technology.

Place, publisher, year, edition, pages
2013. 1835-1844 p.
Keyword [en]
Foundational number sense, England, Hungary, grade 1 mathematics
National Category
Other Mathematics
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-96777ISBN: 978-975-429-315-9 (print)OAI: diva2:667449
Eighth Congress of European Research in Mathematics Education (CERME 8), Antalya, Turkey, 6th to 10th February, 2013
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2016-12-15Bibliographically approved

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