Danish teachers’ expectations of year one pupils’ additive competence

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

Abstract

In this paper we present an investigation ofsix Danish teachers’expectations for their first grade studentswithin the subject addition. We asked the teachers what the students should knowby the end of grade one. A constant comparison analysisrevealed three themes: curriculum objectives, mathematical content, and differentiation. The teachers’expectationsrangedfrom one teacher stating that most studentsshould be able to do single-digit addition, but more importantly know the everyday language of addition, to a teacher requiring all students to be proficient in two-digit addition without bridging ten, and 20%of their pupils should be able to manipulatetwo-digit addition bridging tenoperations. The results are discussed in relation to thecommon objectives of the Danish curriculum andthe general findings ofrelationships between early proficiency and later achievements.
OriginalsprogEngelsk
Publikationsdato2017
StatusUdgivet - 2017
BegivenhedNORMA 17: The Eighth Nordic Conference on Mathematics Education - Stockholm University, Stockholm, Sverige
Varighed: 31 maj 20172 jun. 2017
Konferencens nummer: 8
http://www.mnd.su.se/om-oss/evenemang/norma-17

Konference

KonferenceNORMA 17
Nummer8
LokationStockholm University
LandSverige
ByStockholm
Periode31/05/1702/06/17
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