Back, J., Sayers, J. and Andrews, P. R. (2013) The development of foundational number sense in England and Hungary: a case study comparison. In: Comparative Studies in Mathematics Education. Antalya, Turkey: CERME 8 (ERME).
- Information
Information
Abstract:
Foundational number sense - being able to operate flexibly with number and quantity - is a predictor of later mathematical achievement. In this paper, drawing on lessons on number sequences to grade 1 children, we examine how two teachers, one English and one Hungarian, construed locally as effective, created opportunities for children to develop foundational number sense. The Hungarian teacher, in ways typical of that country’s mathematics teaching tradition, offered frequent and coherent opportunities for students to develop foundational number sense. The English teacher, working in a tradition whereby interactive technology increasingly mediates classroom discourse, offered few and less coherent opportunities, masked by the teacher’s frequent attention to display features of the technology.
Uncontrolled Keywords:
Number sense, comparison, England, Hungary
Subjects:
Creators:
Back, J., Sayers, J. and Andrews, P. R.
Publisher:
CERME 8 (ERME)
Northamptonshire and East Midlands:
Education, Training and Skills
Faculties, Divisions and Institutes:
Date:
6 February 2013
Date Type:
Publication
Title of Book:
Comparative Studies in Mathematics Education
Event Title:
Eighth Congress of European Research in Mathematics Education (CERME 8)
Event Dates:
06 -10 February 2013
Place of Publication:
Antalya, Turkey
Event Location:
Antalya, Turkey
Event Type:
Conference
Language:
English
Media of Output:
Online, CD
Status:
Published / Disseminated
Refereed:
Yes
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