Danish teachers’ expectations of year one pupils’ additive competence

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.