Löwenhielm, A, Marschall, G, Sayers, J orcid.org/0000-0002-9652-0187 et al. (1 more author) (2019) Opportunities to acquire foundational number sense: A quantitative comparison of popular English and Swedish textbooks. In: Dooley, T and Gueudet, G, (eds.) Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. CERME 10: Tenth Congress of the European Society for Research in Mathematics Education, 01-05 Feb 2017, Dublin, Ireland. DCU Institute of Education and ERME , pp. 371-378. ISBN 978-1-873769-73-7
Abstract
In this paper, we present analyses of popular grade one textbooks, one from each of England and Sweden. Focused on Foundational Number Sense, we examine how each book’s tasks facilitate children’s learning of those number-related competences that require instruction and which underpin later mathematical learning. Analyses identified both similarities and differences. Similarities lay in books’ extensive opportunities for children to recognise and write numbers and undertake simple arithmetical operations. However, neither offered more than a few tasks related to estimation or simple number patterns. Differences lay in the Swedish book’s greater emphases on different representations of number, quantity discrimination and relating numbers to quantity, highlighting conceptual emphases on number. The English book offers substantially more opportunity for students to count systematically, highlighting procedural emphases.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © Copyright 2017 left to the authors. This paper was published in the Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. |
Keywords: | Foundational number sense; mathematics textbooks; England; Sweden; grade one |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 30 May 2019 14:59 |
Last Modified: | 05 Jun 2019 09:34 |
Published Version: | https://hal.archives-ouvertes.fr/CERME10 |
Status: | Published |
Publisher: | DCU Institute of Education and ERME |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:146548 |