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Communication dans un congrès Année : 2022

Teachers' perspectives on number and addition in year one: application of FoNS framework in interview analyses

Résumé

This study investigates Danish teachers’ perspectives on teaching and learning number and addition in year one through analyses of semi-structured interviews with six year one teachers. The teachers’ perspectives are analysed through an established year one framework for number sense: Foundational Number Sense (FoNS). The analysis indicates that the FoNS framework is a useful tool to identify factors that teachers privilege, but important foundational factors, estimation, quantity discrimination and number patterns were only superficially discussed by the teachers in their interviews.
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Dates et versions

hal-03746640, version 1 (05-08-2022)
hal-03746640, version 2 (17-10-2022)

Identifiants

  • HAL Id : hal-03746640 , version 2

Citer

Pernille Bødtker Sunde, Judy Sayers. Teachers' perspectives on number and addition in year one: application of FoNS framework in interview analyses. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03746640v2⟩

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Dernière date de mise à jour le 07/04/2024
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