Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration

137 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, methodology): “…in E-Prime 1.0 (Schneider, Eschman, & Zuccolotto, 2002), where the child was asked to recognize which of the four groups with different numbers of dwarves had stolen the objects that had earlier flashed on the 14” screen of a laptop for 120 ms (for details, see Hannula, 2005; Hannula et al., 2007).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “, this issue), the facility with which young children spontaneously pay attention to quantitative aspects in their environment [33,34], the protracted development of automaticity with which symbolic representations are linked to number words and numerals (e.”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “…skills were investigated separately and several significant predictions could be made: from enumeration to enumeration (Hannula and Lehtinen 2005; Hannula, Räsänen, and Lehtinen 2007), from quantity understanding to number word and number relational skills (Krajewski and Schneider 2009a), from…”