The principal aim of this paper was to validate the framework both conceptually and practically. Conceptual validation was managed primarily by means of an extended literature review in which data, the articles themselves, were subjected to a constant comparison analysis. This process achieved categorical saturation in that no further categories emerged as further papers were analysed. Practical validation was achieved through analyses of lessons, based loosely on the teaching of number sequences, from England, Hungary and Sweden. The eight FoNS categories were applied to the different episodes of the three lessons under scrutiny to highlight the efficacy of the framework for cross-cultural analysis. This paper we regard as definitive with respect to warranting the FoNS framework as an analytical tool for undertaking comparative analyses of year one classroom practice.
Opportunities to acquire foundational number sense: A framework for classroom analyses
Andrews, P., & Sayers, J. (2015). Identifying opportunities for grade one children to acquire foundational number sense: developing a framework for cross cultural classroom analyses. Early Childhood Education Journal, 43(4), 257-267.
Last updated:
October 25, 2017
Source: FoNS