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

Pernille Bødtker Sunde (1) , Judy Sayers (2)

1 KU Leuven - Catholic University of Leuven = Katholieke Universiteit Leuven
2 University of Leeds

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.

Mots clés: Foundational number sense; teacher perspectives; simple addition; year one students

Domaines: Education; Mathématiques [math]

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⟩