Opportunities to Learn Foundational Number Sense in Three Swedish Year One Textbooks: Implications for the Importation of Overseas-Authored Materials

Autor/inn/en	Sayers, Judy; Petersson, Jöran; Rosenqvist, Eva; Andrews, Paul
Titel	Opportunities to Learn Foundational Number Sense in Three Swedish Year One Textbooks: Implications for the Importation of Overseas-Authored Materials
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 4, S.506-526 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sayers, Judy) ORCID (Petersson, Jöran) ORCID (Andrews, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1688406
Schlagwörter	Numeracy; Textbooks; Mathematics Instruction; Grade 1; Elementary School Students; Foreign Countries; Task Analysis; Learning Processes; Teaching Methods; Content Analysis; Technology Transfer; Comparative Education; Sweden; Finland; Singapore + Suchen Sie Ihr Suchwort? Rechenkompetenz; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Aufgabenanalyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Technologietransfer; Vergleichende Erziehungswissenschaft; Schweden; Finnland; Singapur
Abstract	In this paper we present statistical analyses of three textbooks used by Swedish teachers to support year one children's learning of mathematics. One, Eldorado, is authored by Swedish teachers, another, Favorit, is a Swedish adaptation of a popular Finnish series and the third, Singma, is a Swedish adaptation of a Singapore series. Data were coded against the eight categories of foundational number sense, which are the number-related competences literature has shown to be essential for the later mathematical success of year one learners. Two analyses were undertaken; the first was a frequency analysis of the tasks coded for a particular category, the second was a time-series analysis highlighting the temporal location of such opportunities. The frequency analyses identified statistically significant differences with respect to children's opportunities to acquire foundational number sense. Additionally, the time series showed substantial differences in the ways in which such tasks were located in the structure of the textbooks. Such differences, we argue, offer substantial didactical challenges to teachers trying to adapt their practices to the expectations of such imports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01