I FoNS ingår förmågan att kunna utföra enkla aritmetiska operationer (Ivrendi, 2011; Jordan & Levine, 2009; Malofeeva et al., 2004; Yang & Li, 2008), kunskaper som underbygger både aritmetisk och matematisk säkerhet (Berch, 2005; Dehaene, 2001; Jordan et al., 2007). Grundläggande aritmetisk förmåga, att med hjälp av addition och subtraktion kunna förändra antalet i små mängder, har visat sig vara en bättre indikator på senare matematisk framgång än generella mått på intelligens (Geary et al., 2009; Krajewski & Schneider, 2009). Med utgångspunkt i erfarenheter av konkret material kan eleverna utveckla förmågan att lösa icke-verbala matematiska problem innan de lär sig att lösa motsvarande textproblem (Levine et al., 1992).
Referenser:
Berch, D. (2005). Making sense of number sense. Journal of Learning Disabilities, 38(4), 333-339.
Dehaene, S. (2001). Précis of the number sense. Mind & Language, 16(1), 16-36.
Geary, D. Bailey, D., & Hoard, M. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool. Journal of Psychoeducational Assessment, 27(3), 265-279.
Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39(4), 239-247.
Jordan, N.., & Levine, S. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(1), 60-68.
Jordan, N., Kaplan, D., Locuniak, M., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526.
Levine, S., Jordan, N., & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental Child Psychology, 53(1), 72-103.
Malofeeva, E., Day, J., Saco, X., Young, L., & Ciancio, D. (2004). Construction and evaluation of a number sense test with Head Start children. Journal of Educational Psychology, 96(4), 648-659.
Yang, D.-C., & Li, M.-N. (2008). An investigation of 3rd-grade Taiwanese students' performance in number sense. Educational Studies, 34(5), 443 - 455.