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ERIC Number: EJ1062858
Record Type: Journal
Publication Date: 2015-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 81
ISBN: N/A
ISSN: ISSN-1082-3301
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses
Andrews, Paul; Sayers, Judy
Early Childhood Education Journal, v43 n4 p257-267 Jul 2015
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education; Primary Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary; Sweden; United Kingdom (England)