Danish teachers' expectations of year one pupils' additive competence

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  • Pernille Bødtker Sunde
  • ,
  • Judy Sayers, Stockholm University, Sweden
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 languageEnglish
Publication year2017
Number of pages8
Publication statusPublished - 2017

    Research areas

  • Teacher expectations, Addition, Grade one objectives

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