Identifying components of number sense in the teaching practices of first year of primary education: a case study
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10 juillet 2023
- handle: 10670/1.fobx2t
- isbn: 978-963-7031-04-5
- hal: hal-04413470
info:eu-repo/semantics/OpenAccess
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Elvira Fernández-Ahumada et al., « Identifying components of number sense in the teaching practices of first year of primary education: a case study », HAL-SHS : sciences de l'éducation, ID : 10670/1.fobx2t
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Résumé
This research work presents a case study focused on an experienced teacher whose instruction in relation to number sense in the first year of primary school is studied and characterized. This characterization starts by identifying the components of number sense that become evident in her instruction, following the categories established by the Foundational Number Sense (FoNS) framework. Results were obtained on the basis of recordings of classroom sessions. The analysis reveals a comprehensive instruction of the teacher under study, given the large number of FoNS components she addresses in each session. The approach to these components is based on the proposal of tasks that make use of a series of well-structured and complementary teaching materials.