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Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 43, no 4, 257-267 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2015. Vol. 43, no 4, 257-267 p.
Keyword [en]
Grade one mathematics, Number sense, Cross-cultural studies, Number competence, Mathematics instruction
National Category
Other Mathematics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-105747DOI: 10.1007/s10643-014-0653-6OAI: oai:DiVA.org:su-105747DiVA: diva2:731275
Available from: 2014-07-01 Created: 2014-07-01 Last updated: 2016-11-21Bibliographically approved

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Andrews, PaulSayers, Judy
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