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Foundational number sense: The basis for whole number arithmetic competence
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: Conference proceedings of the ICMI Study 23: Primary mathematics study on whole numbers / [ed] Xuhua Sun, Berinderjeet Kaur, Jarmila Novotn√°, 2015, 124-131 p.Conference paper (Refereed)
Abstract [en]

Children begin school with different number-related competences, typically due to variation in geographical location and familial circumstances. This variation, which necessarily creates inequity of opportunity, prompts the question, what number-related experiences are necessary if the first year of school is to prepare children equally and adequately for their learning of the mathematics? To address this question we summarise recent work on the development of an eight dimensional framework, which we have called foundational number sense (FoNS) that characterises those necessary learning experiences. We then show how FoNS can be simply operationalised for analysing the learning opportunities offered grade one students in five European contexts. The results indicate that FoNS, as an analytical tool, is not only cross-culturally sensitive but has the propensity to inform developments in curriculum, assessment and teacher education.

Place, publisher, year, edition, pages
2015. 124-131 p.
National Category
Other Mathematics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-127046ISBN: 978-99965-1-066-3OAI: oai:DiVA.org:su-127046DiVA: diva2:905613
Conference
The twenty-third ICMI Study: Primary mathematics study on whole numbers, Macao, China, June 3-7, 2015
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-04-04Bibliographically approved

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