Spontaneous Focusing on Numerosity in the Development of Early Mathematical Skills
By M. Hannula. 2005
48 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/8f8ee5cb0fa89621db840fb8ae87ebea55d93a37
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Minna M. Hannula-Sormunen
- Erno Lehtinen
- Pekka Räsänen
- Jake McMullen
- Sashank Varma
- M. Hannula
- Bruce D. McCandliss
- Daniel L. Schwartz
Citations in the corpus
- Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children. (2005, unknown): “However, the results of Hannula and Lehtinen (2001, 2003) showed that a substantial group of young children did not spontaneously focus on the aspect of numerosity and utilize knowledge concerning small numbers of objects, although they had the enumeration skills required for the tasks.”
- Scientific and Pragmatic Challenges for Bridging Education and Neuroscience (2008, background): “There are a number of hypotheses regarding the cause of dyscalculia, including reduced working memory (Geary, 1993), impoverished semantic memory (Geary, Hamson, & Hoard, 2000), limited subitizing (Koontz & Berch, 1996), impaired numerical reasoning (Landerl, Bevan, & Butterworth, 2004), and a lack ”
- Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration (2007, background): “A more detailed report of this study can be found in Hannula (2005), or from the first author.”
- 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).”
- Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “Capturing spontaneous quantitative focusing tendencies, such as SFON, is methodologically difficult (Hannula, 2005; Hannula-Sormunen, in press).”