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Foundational Number Sense: Summarising the Development of an Analytical framework
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-9652-0187
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-3679-9187
2015 (English)In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Nad'a Vondrov√°, 2015, 361-367 p.Conference paper, Published paper (Refereed)
Abstract [en]

What number-related competences do grade one students need to ensure later success and avoid later failure? We address this question by summarising recent work on the development of an eight component framework, which we call foundational number sense (FoNS), in which those necessary learning outcomes are categorised. We then present summaries of three case study evaluations of the FoNS framework. Each case study, which focused on the teaching of a different mathematical topic, was undertaken in two different European grade one classrooms. Analyses confirm the sensitivity of the FoNS framework to both cultural and mathematical context and indicate its potential as a powerful tool for both cross cultural research and teacher education practices.

Place, publisher, year, edition, pages
2015. 361-367 p.
National Category
Other Mathematics Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-110551ISBN: 978-80-7290-844-8 (print)OAI: oai:DiVA.org:su-110551DiVA: diva2:772358
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Prague, Czech Republic, February 2015
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2016-12-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
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  • de-DE
  • en-GB
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