Developing foundational number sense: Number line examples from Poland and Russia - Archive ouverte HAL Accéder directement au contenu
Communication Dans Un Congrès Année : 2015

Developing foundational number sense: Number line examples from Poland and Russia

Résumé

For a variety of reasons, children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper, we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework's analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.
Fichier principal
Vignette du fichier
CERME9.TWG11.04.papers.AndrewsSayersMarschall.pdf (321.57 Ko) Télécharger le fichier
Origine Fichiers éditeurs autorisés sur une archive ouverte
Loading...

Dates et versions

hal-01287990 , version 1 (14-03-2016)

Identifiants

  • HAL Id : hal-01287990 , version 1

Citer

Paul Andrews, Judy Sayers, Gosia Marschall. Developing foundational number sense: Number line examples from Poland and Russia. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1681-1687. ⟨hal-01287990⟩
214 Consultations
196 Téléchargements

Partager

Gmail Mastodon Facebook X LinkedIn More