# FoNS Project Publications

- Teachers’ perspectives on homework: manifestations of culturally situated common sense. Sayers, J., Petersson, J., Marschall, G., & Andrews, P. (2020). Teachers’ perspectives on homework: manifestations of culturally situated common sense. Educational Review. First online. Doi: 10.1080/00131911.2020.1806786.
- Two novel approaches to the content analysis of school mathematics textbooks Petersson, J., Sayers, J., Rosenqvist, E., & Andrews, P. (2020): Two novel approaches to the content analysis of school mathematics textbooks, International Journal of Research & Method in Education
- Estimation: An inadequately operationalised national curriculum competence Sayers, J., Petersson, J., Rosenqvist, E., and Andrews, P. (2020). Estimation: An inadequately operationalised national curriculum competence. BSRLM Proceedings: Vol 40 No 1 at The University of Cambridge, Cambridge, on Saturday 7 th March 2020.
- Underskattade uppskattningar Petersson, J., Colliander-Stahl, L., Sayers, J. (2020). Underskattade uppskattningar. Nämnaren 214(2) p. 36-40.
- Time series analysis: Moving averages as an approach to analysing textbooks. Petersson, J., Sayers, J., & Andrews, P. (2020). Time series analysis: Moving averages as an approach to analysing textbooks. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02421793⟩ < https://hal.archives-ouvertes.fr/CERME11/hal-02421793v1 >.
- Opportunities to learn foundational number sense in three Swedish year one textbooks: implications f Sayers, J., Petersson, J., Rosenqvist, E., & Andrews, P. (2019) Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials. International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2019.1688406
- Opportunities for year-one children to acquire foundational number sense: comparing English and Swed Petersson, J., Sayers, J., Rosenqvist, E., & Andrews, P. (2019). Opportunities for year-one children to acquire foundational number sense: Comparing English and Swedish adaptations of the same Singapore textbook. In L. Harbison & A. Twohill (Eds.), Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (pp. 251–258). Dublin: Institute of Education, Dublin City University.
- English and Swedish year one teachers’ perspectives on the role of homework in young children’s lear Marschall, G., Sayers, J., & Andrews, P. (2019). English and Swedish year one teachers’ perspectives on the role of homework in young children’s learning of number. Annales Universitatis Paedagogicae Cracoviensis | Studia Ad Didacticam Mathematicae Pertinentia, 10, 109–121.
- English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of Sayers, J., Marschall, G., Petersson, J., & Andrews, P. (2019): English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms, Early Child Development and Care. To link to this article: https://doi.org/10.1080/03004430.2019.1646741
- Forskning om läxor i matematik Petersson, J., Sayers, J., & Andrews, P. (2018). Forskning om läxor i matematik. Nämnaren 3(45) s. 13-16.
- Swedish year one teachers’ perspectives on homework in children’s learning of number: An ongoing ... Petersson, J., Marschall, G., Sayers, J., & Andrews, P. (2018). Swedish year one teachers’ perspectives on homework in children’s learning of number: An ongoing controversy. In J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande. Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 The eleventh research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 23–24, 2018 (pp. 91-100).
- Opportunities to acquire foundational number sense: A comparison of mathematics textbooks Löwenhielm, A., Marschall, G., Sayers, J., & Andrews, P. (2017). Opportunities to acquire foundational number sense: A quantitative comparison of popular English and Swedish textbooks. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 371-378). Dublin: Institute of Education, Dublin City University.
- The role of conceptual subitising in the development of foundational number sense Sayers, J., Andrews, P., & Björklund Boistrup, L. (2016). The role of conceptual subitising in the development of foundational number sense. In T. Meaney, O. Helenius, M. Johansson, T. Lange, & A. Wernberg (Eds.), Mathematics education in the early years: Results from the POEM2 conference, 2014 (pp. 371-396). Dordrecht: Springer.
- Foundational number sense: The basis for whole number arithmetic competence Sayers, J., & Andrews, P. (2015). Foundational number sense: The basis for whole number arithmetic competence. In X. Sun, B. Kaur, & J. Novotná (Eds.), Proceedings of the twenty-third ICMI Study: Primary mathematics study on whole numbers (pp. 124-131). University of Macao.
- Opportunities to acquire foundational number sense: A framework for classroom analyses Andrews, P., & Sayers, J. (2015). Identifying opportunities for grade one children to acquire foundational number sense: developing a framework for cross cultural classroom analyses. Early Childhood Education Journal, 43(4), 257-267.
- Developing foundational number sense: Number line examples from Poland and Russia Andrews, P., Sayers, J., & Marschall, G. (2015). Developing foundational number sense: Number line examples from Poland and Russia. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1681-1687). Prague: Charles University in Prague, Faculty of Education and ERME.
- Foundational Number Sense: Summarising the development of an analytical framework Sayers, J., & Andrews, P. (2015). Foundational Number Sense: Summarising the development of an analytical framework. In K. Krainer & N. Vondrová (Eds.), Ninth Congress of European Research in Mathematics Education (CERME9) (pp. 361-367). Prague: Charles University in Prague, Faculty of Education.
- Foundational number sense: A framework for analysing early number-related teaching Andrews, P., & Sayers, J. (2015). Foundational number sense: A framework for analysing early number-related teaching. In O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, & M. Österhom (Eds.), Developments of mathematics teaching: Design, scale, effects (pp. 17-26). Umeå: SMDF.
- Foundational number sense in England and Hungary: A case study comparison Back, J., Sayers, J., & Andrews, P. (2013). The development of foundational number sense in England and Hungary: A case study comparison. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 1835-1844). Ankara: Middle East Technical University.

## Contact Information, FoNS

*Project Director*

**Paul Andrews **

paul.andrews@mnd.su.se

*Lead Researcher*

**Judy Sayers **

judy.sayers@mnd.su.se

*Post Doctor*

**Jöran Petersson **

+46 8 1207 6502

joran.petersson@mnd.su.se