Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School
By Minna M. Hannula-Sormunen, Erno Lehtinen, Pekka Räsänen. 2015
122 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/d8285f409f8678d9e423dd6179c4892419ba00c9
How researchers see this paper
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In Developmental and Educational Psychology
- Matthew Inglis
- Daniel Ansari
- Camilla Gilmore
- R. Vukovic
- Keith Weber
- Juan Pablo Mejía-Ramos
- Steve Chinn
In Education
- Daniel Ansari
- Rebecca Merkley
- Camilla Gilmore
- Matthew Inglis
- Sophie Batchelor
- Keith Weber
- Steve Chinn
- R. Vukovic
In Statistics and Probability
- Daniel Ansari
- Rebecca Merkley
- Camilla Gilmore
- Matthew Inglis
- Sophie Batchelor
- Steve Chinn
- Keith Weber
- R. Vukovic
Citations in the corpus
- Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior (2016, background): “In a related vein, individual differences in another informal skill, spontaneous focusing on numerosity (SFON, please refer to Box 1), were predictive of math achievement 6 years later [32].”
- Spontaneous focusing on numerosity and the arithmetic advantage (2015, background): “Hannula and Lehtinen (2005) and Hannula et al. (2010) showed that low-SFON children could perform the tasks when guided towards numerosity, thus their low-SFON scores can be interpreted as not focusing on numerosity rather than not having sufficient skills needed to perform the tasks.”