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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