Teachers' perspectives on number and addition in year one: application of FoNS framework in interview analyses

Abstract : This study investigates Danish teachers' perspectives on teaching and learning number and addition in year one through analyses of semi-structured interviews with six year one teachers. The teachers' perspectives are compared with theories on foundations for learning number and addition. The analysis indicates that important foundational factors, estimation, quantity discrimination and number patterns, were either superficially discussed or not addressed at all by the teachers in their interviews.