Back to Search
Start Over
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses
- Source :
-
Early Childhood Education Journal . Jul 2015 43(4):257-267. - Publication Year :
- 2015
-
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.
Details
- Language :
- English
- ISSN :
- 1082-3301
- Volume :
- 43
- Issue :
- 4
- Database :
- ERIC
- Journal :
- Early Childhood Education Journal
- Publication Type :
- Academic Journal
- Accession number :
- EJ1062858
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1007/s10643-014-0653-6