An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice

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Spontaneous focusing on numerosity and the arithmetic advantage (2015, background): “In one of the first SFON studies to be conducted outside of Finland, Edens and Potter (2013) explored the relationship between SFON and counting skills in 4-year-old children in US preschools.”
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “…(Hannula & Lehtinen, 2005; Hannula, Lepola, Lehtinen, 2010), (b) can be enhanced through social interaction (Hannula, Mattinen, & Lehtinen, 2005), and (c) is a crossculturally relevant concept for describing the development of early mathematical skills (Edens & Potter, 2013; Kucian et al., 2012).”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “…related to the development of cardinality recognition, subitizing based enumeration, object counting, and number sequence skills before school age (Edens & Potter, 2013; Hannula, 2005; Hannula & Lehtinen, 2001, 2005; Hannula, Räsänen, & Lehtinen, 2007; Potter, 2009) (see Figure 1[a] and [b]).”