Search results for author:"Minna M. Hannula"
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Learning and Instruction Vol. 15, No. 3 pp. 237–256
Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous FOcusing on Numerosity (SFON) is related to their counting...
Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2
International Journal of Educational Research Vol. 43, No. 4 pp. 250–271
This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming,...
Bert De Smedt; Daniel Ansari; Roland H. Grabner; Minna M. Hannula; Michael Schneider; Lieven Verschaffel
Educational Research Review Vol. 5, No. 1 pp. 97–105
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
British Journal of Educational Technology Vol. 50, No. 2 (March 2019) pp. 562–573
Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to...
Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge
Boglárka Brezovszky; Jake McMullen; Koen Veermans; Minna M. Hannula-Sormunen; Gabriela Rodríguez-Aflecht; Nonmanut Pongsakdi; Eero Laakkonen; Erno Lehtinen
Computers & Education Vol. 128, No. 1 (January 2019) pp. 63–74
Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal....
Jake McMullen; Boglárka Brezovszky; Minna M. Hannula-Sormunen; Koen Veermans; Gabriela Rodríguez-Aflecht; Nonmanut Pongsakdi; Erno Lehtinen
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 178–187
Traditionally measured skills with arithmetic are not related to later algebra success at levels that would be expected given the close conceptual relation between arithmetic and algebra. However, adaptivity with arithmetic may be one aspect of...