FoNS is a set of essential number competences that underpin much later mathematical learning. Its development is a consequence of not only what teachers do in their classrooms but also the largely hidden ways in which parents support their children. The two researchers, have been spent much of the last two years categorising these essential competences and this new project, which will begin early 2016, will be undertaken in both England and Sweden. The aims are to understand not only how the hidden influences of culture impact on learning but also how the ways in which the actions of two sets of adults - parents and teachers - interact to either help or hinder children’s development of FoNS. The project will maintain a website comprising not only research documents but materials gathered that will support the professional development of teachers in relation to the teaching of FoNS.
