Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children.

By M. Hannula, Erno Lehtinen. 2005

232 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/bc00334baf3ec142ea35d4826e8d381083ae1b61

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In Applied Mathematics

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Citations in the corpus

Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “Previous studies of SFON (e.g., Hannula & Lehtinen, 2005) have been able to dissociate children’s SFON from their actual ability to solve the task when explicitly given instructions to use number.”
Spontaneous focusing on numerosity and the arithmetic advantage (2015, methodology): “Hannula and Lehtinen (2005) showed that children's SFON was reciprocally related to counting skills.”
Development of Counting Skills: Role of Spontaneous Focusing on Numerosity and Subitizing-Based Enumeration (2007, methodology): “In an earlier study, Hannula and Lehtinen (2005) developed methods to separate a process of focusing on the aspect of numerosity from number skills in 3- to 7-yearold children.”
Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior (2016, background): “SFON: spontaneous focusing on numerosity, defined as the frequency with which children attend to the numerical magnitude of sets without being instructed to do so [53]”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, methodology): “The materials of the Model task were A4-sized line-drawings of dinosaurs (for pictures, see Hannula & Lehtinen, 2005), and three stamps: a circular stamp called a “node” and two different triangular stamps called “spikes.””
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “As to entrenched ways, Langer and Imber (1979) showed how “practice makes imperfect” as it leads to overlearned routines, thus mindlessly treating new problems as if they are familiar ones. As to contrary motives, just think of why Milgram’s (1963, 1965, 1974) subjects would continue harming another”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “In some studies, the 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…”
An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice (2013, background): “Table 1 displays correlational findings showing that children who spontaneously focus on numerosity are advanced in their counting skills (r = 0.71, p \ 0.01), corroborating findings from Finland (Hannula and Lehtinen 2005).”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, unknown): “…the importance of assessing children’s ability to attend to number events in their environment (Butterworth & Reeve, 2012; Gelman, 2000, 2009; Gelman & Williams, 1998; Hannula & Lehtinen, 2005; Hannula, Lepola, & Lehtinen, 2010; Hannula, Rasanen, & Lehtinen, 2007), which requires attention.”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, unknown): “Hannula and Lehtinen [32] 3.”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, methodology): “For example, when researchers were surprised by the failure of young children to use their counting skills in everyday situations, they used an AOT approach to investigate the children’s comprehension of the transfer situations (Hannula & Lehtinen, 2004, 2005; Lehtinen & Hannula, 2006).”