Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Autor/inn/en	Andrews, Paul; Sayers, Judy
Titel	Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses
Quelle	In: Early Childhood Education Journal, 43 (2015) 4, S.257-267 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0653-6
Schlagwörter	Primary Education; Grade 1; Elementary School Students; Elementary School Mathematics; Numeracy; Number Concepts; Teaching Methods; Mathematics Instruction; Models; Student Diversity; Comparative Education; Foreign Countries; Hungary; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Rechenkompetenz; Number concept; Zahlbegriff; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Analogiemodell; Vergleichende Erziehungswissenschaft; Ausland; Ungarn; Schweden
Abstract	It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire its various components have been missing from the classroom observation tools available. In this paper, drawing on a constant comparison analysis of appropriate literature, we outline the development of an eight dimensional FONS framework. We then show, by applying this framework to three culturally diverse European grade one lessons, one English, one Hungarian and one Swedish, that it is both straightforwardly operationalised and amenable to cross cultural analyses of classroom practice. Some implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01