Danish teachers’ expectations of year one pupils’ additive competence

Pernille Bødtker Sunde; Judy Sayers

Danish teachers’ expectations of year one pupils’ additive competence

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-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.

Original language	English
Publication date	2017
Publication status	Published - 2017
Event	NORMA 17: The Eighth Nordic Conference on Mathematics Education - Stockholm University, Stockholm, Sweden Duration: 31 May 2017 → 2 Jun 2017 Conference number: 8 http://www.mnd.su.se/om-oss/evenemang/norma-17

Conference

Conference	NORMA 17
Number	8
Location	Stockholm University
Country/Territory	Sweden
City	Stockholm
Period	31/05/17 → 02/06/17
Internet address	http://www.mnd.su.se/om-oss/evenemang/norma-17

Keywords

schools, courses and institutions

Access to Document

https://www.researchgate.net/publication/319357795_Danish_teachers'_expectations_of_year_one_pupils'_additive_competence

The Eighth Nordic Conference on Mathematics Education, NORMA 17
Sunde, P. B. (Introductory speaker) & Sunde, P. B. (Introductory speaker)
31 May 2017 → 2 Jun 2017
Activity: Talk or presentation types › Lecture or presentation

Cite this

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title = "Danish teachers{\textquoteright} expectations of year one pupils{\textquoteright} additive competence",

abstract = "In this paper we present an investigation ofsix Danish teachers{\textquoteright}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{\textquoteright}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.",

keywords = "schools, courses and institutions, addition, grade one objectives, teacher expectations",

author = "Sunde, {Pernille B{\o}dtker} and Judy Sayers",

year = "2017",

language = "English",

note = "NORMA 17 : The Eighth Nordic Conference on Mathematics Education ; Conference date: 31-05-2017 Through 02-06-2017",

url = "http://www.mnd.su.se/om-oss/evenemang/norma-17",

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T1 - Danish teachers’ expectations of year one pupils’ additive competence

AU - Sunde, Pernille Bødtker

AU - Sayers, Judy

N1 - Conference code: 8

PY - 2017

Y1 - 2017

N2 - 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.

AB - 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.

KW - schools, courses and institutions

KW - addition

KW - grade one objectives

KW - teacher expectations

M3 - Paper

T2 - NORMA 17

Y2 - 31 May 2017 through 2 June 2017

ER -

Danish teachers’ expectations of year one pupils’ additive competence

Abstract

Conference

Keywords

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Activities

The Eighth Nordic Conference on Mathematics Education, NORMA 17

Cite this