Developing foundational number sense: number line examples from Poland and Russia

Conference item

For a variety of reasons, children start school with differing number-related skills, leading to differences in later mathematics achievement. Such differences prompt the question, what number-related experiences are necessary if the first year of school is to prepare children appropriately for their learning of mathematics? In this paper, we discuss the development of an eight dimensional framework, foundational number sense (FoNS), that characterises those learning experiences. We then demonstrate the framework’s analytical efficacy by evaluating episodes from two sequences of lessons, one Polish and one Russian, focused on the use of the number line. The results show that the FoNS framework is cross-culturally sensitive, simply operationalised and analytically powerful.

Authors: Andrews, P; Sayers, J; Marschall, G

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Charles University in Prague, Faculty of Education and ERME
• Host title: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
• Pages: 1681-1687
• Publication date: 2015-02-08
• Acceptance date: 2014-12-05
• Event title: Ninth Congress of the European Society for Research in Mathematics Education (CERME9)
• Event location: Prague, Czech Republic
• Event website: https://cerme9.webnode.cz/home/
• Event start date: 2015-02-04
• Event end date: 2015-02-08
• Language: English
• Keywords: foundational number sense; Poland; grade one mathematics; number line; SBTMR; Russia