Foundational number sense : Summarising the development of an analytical framework

Judy Sayers (1) , Paul Andrews (1)

1 Stockholm University

What number-related competences do grade one students need to ensure later success and avoid later failure? We address this question by summarising recent work on the development of an eight component framework, which we call foundational number sense (FoNS), in which those necessary learning outcomes are categorised. We then present summaries of three case studies undertaken to evaluate the robustness of the FoNS framework. Each case study, which focused on the teaching of a different mathematical topic, was under-taken in two different European grade one classrooms. Analyses confirm not only the sensitivity of the FoNS framework to both cultural and mathematical contexts but also its power as a tool for both cross cultural research and teacher education practices.

Mots clés: Foundational Number Sense; grade one; teaching framework

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Judy Sayers, Paul Andrews. Foundational number sense : Summarising the development of an analytical framework. 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. ⟨hal-01286842⟩