Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials-Reference-Cited by-同舟云学术

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

Published:2019-11-13 Issue:4 Volume:52 Page:506-526
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Sayers Judy¹^ORCID,Petersson Jöran²³^ORCID,Rosenqvist Eva²,Andrews Paul²^ORCID

Affiliation:

1. School of Education, Leeds University, Leeds, UK

2. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden

3. Department of School Development and Leadership, Malmö University, Malmö, Sweden

Funder

Vetenskapsrådet

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2019.1688406

Reference92 articles.

1. Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks

2. How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

3. New Political Directions for the Swedish School

4. Andrews, P. (2014). The Emperor's new clothes: PISA, TIMSS and Finnish mathematics. In A.S. Röj-Lindberg, L. Burman, B. Kurtén-Finnäs, & K. Linnanmäki (Eds.), Spaces for learning: Past, present and future (pp. 43–65). Vasa: Åbo Akademi University.

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