Young Children's Number Sense in China and Finland

By Pirjo Aunio *, Markku Niemivirta, Jarkko Hautamäki, J. V. Van Luit, Jiannong Shi, Meiling Zhang. 2006

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/914937833f1e441985d0628e8be817668ff54226

How researchers see this paper

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

In Developmental and Educational Psychology

1. Pirjo Aunio *
2. R. Godfrey
3. C. Aubrey
4. N. Rao
5. Paul Andrews
6. J. V. Van Luit
7. Sharon Sui Ngan Ng
8. David J. Purpura

In Education

1. Pirjo Aunio *
2. David J. Purpura
3. Paul Andrews
4. Judy Sayers
5. Yuejuan Pan
6. Yan Liu
7. R. Godfrey
8. C. Lonigan

In Statistics and Probability

1. Pirjo Aunio *
2. David J. Purpura
3. Paul Andrews
4. Judy Sayers
5. Yuejuan Pan
6. Yan Liu
7. C. Lonigan
8. R. Godfrey

Citations in the corpus

• Informal Numeracy Skills (2013, methodology): “In those studies that took a confirmatory approach to model evaluation (Aunio et al., 2006; Clements et al., 2008), only select model comparisons were made.”
• Chinese Number Words, Culture, and Mathematics Learning (2010, background): “192 Asian preschoolers have been repeatedly found to perform better than their Western peers in studies examining the number sense and numerical skills of Asian and Western preschool children (Aunio, Aubrey, Godfrey, Pan, & Liu, 2008; Aunio, Ee, Lim, Hautamaki, & Luit, 2004; Aunio et al., 2006).”
• The development of early numeracy skills in kindergarten in low-, average- and high-performance groups (2015, background): “Moreover, it should be kept in mind that counting skills are developmentally related to the other early numeracy skills (Aunio et al., 2006; Krajewski and Schneider, 2009) and it should be regarded in early childhood mathematics education practice (Sarama and Clements, 2009).”
• Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “So, what are the characteristics of FONS? Broadly speaking it has been described as the ability to operate flexibly with number and quantity (Aunio et al. 2006; Clarke and Shinn 2004; Gersten and Chard 1999) and can be expressed as attributes like “awareness, intuition, recognition, knowledge, skill”
• Pathways to mathematics: longitudinal predictors of performance. (2010, unknown): “Aunio et al. (2006) reported support for distinct linguistic and quantitative pathways for Chinese and Finnish children, ranging in age from 4.5 to 7.5 years.”
• Children’s early numeracy in England, Finland and People’s Republic of China (2008, background): “2006 ), children from Finland, Hong Kong, and Singapore (Aunio et al.”