Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later

Similar Works

Action	Title	Year	Authors
+	Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade	2018	Cristina Nanu Jake McMullen Petriina Munck Minna M. Hannula‐Sormunen
+	Supplemental Material for Preschoolers’ Number Knowledge Relates to Spontaneous Focusing on Number for Small, but Not Large, Sets	2020
+	Understanding Children's Development of Rational Number Concepts: Final Research Report.	1991	Douglas T. Owens Ramakrishnan Menon
+	Spontaneous Focusing on Numerosity in the Development of Early Mathematical Skills	2005	Minna M. Hannula‐Sormunen
+	Does Preschool Enrichment of Precursors to Arithmetic Influence Intuitive Knowledge of Number in Low Income Children?	2006	Linda S. Pagani Julie Jalbert Alain Girard
+	Spontaneous Mathematical Focusing Tendencies in Mathematical Development and Education	2018	Jake McMullen Jenny Yun‐Chen Chan Michèle M. M. Mazzocco Minna M. Hannula‐Sormunen
+	Deepening children's understanding of rational numbers, a developmental model and two experimental studies	2000	Joan Moss
+	Preschoolers’ number knowledge relates to spontaneous focusing on number for small, but not large, sets.	2020	Sophie Savelkouls Michelle Hurst Sara Cordes
+	Are children’s spontaneous number focusing tendencies related to their home numeracy environment?	2020	Sanne Rathé Joke Torbeyns Bert De Smedt Lieven Verschaffel
+	Research-based observations about children’s learning of rational number concepts	1986	Thomas R. Post Merlyn J. Behr Richard Lesh
+	Spontaneous Focusing on Numerosity Is Linked to Numerosity Discrimination in Children and Adults	2020	Mattan S. Ben‐Shachar Svetlana Lisson Dalit Shotts-Peretz Minna M. Hannula‐Sormunen Andrea Berger
+	Children’s early understanding of number predicts their later problem-solving sophistication in addition	2018	Felicia W. Chu Kristy vanMarle Jeffrey N. Rouder David C. Geary
+	Spontaneous focusing on numerosity and the arithmetic advantage	2015	Sophie Batchelor Matthew Inglis Camilla Gilmore
+	How training set and prior knowledge affect preschoolers' perception of quantity and early number learning	2016	Arum Han
+	Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills	2010	Minna M. Hannula‐Sormunen Janne Lepola Erno Lehtinen
+	Supplemental Material for The Development of Automatic Numerosity Processing in Preschoolers: Evidence for Numerosity–Perceptual Interference	2008
+	Early Developments in Children's Understanding of Number: Inferences about Numerosity and One-to-One Correspondence	1988	Catherine Sophian
+	Do explicit number names accelerate pre-kindergarteners’ numeracy and place value acquisition?	2016	Suzanne Dean Magargee Judith E. Beauford
+	Developing children's rational number sense, a new approach and an experimental program	1997	Joan Moss
+	Development of number representations in preschool children	2008	Isabel Depestel Pol Ghesquière Bert Reynvoet

Works That Cite This (33)

Action	Title	Year	Authors
+	The importance of home numeracy environment in preschoolers’ spontaneous focusing on numerosity: A mediation study	2024	C. Mak Joey Tang Winnie Wai Lan Chan
+	Environmental influences on mathematics performance in early childhood	2022	Alex M. Silver Melissa E. Libertus
+	Spontaneous focusing on what and why? What children’s imprecise responses reveal about their mathematical thinking and relational reasoning	2020	Patricia A. Alexander Hongyang Zhao Yuting Sun
+ PDF Chat	Spontaneous focusing on numerosity (SFON) of children in informal learning environment	2020	Shuang Cui Ya‐Ru Gao Yangyang Wang Bijuan Huang Jiwei Si
+ PDF Chat	Early Mathematical Competencies and Key Context Features That Promote Their Development	2023	Amela Mujagić Karmelita Pjanić Edin Liđan
+ PDF Chat	Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study	2021	Noemi Gloor Delia Leuenberger Elisabeth Moser Opitz
+	The Recruitment of Shifting and Inhibition in On‐line Science and Mathematics Tasks	2018	Stella Vosniadou Dimitris Pnevmatikos Nikos Makris Despina Lepenioti Kalliopi Eikospentaki Anna Chountala Giorgos Kyrianakis
+	Inhibitory control and visuospatial working memory contribute to 5-year-old children's use of quantitative inversion	2022	Boby Ho‐Hong Ching
+	Young Children’s Early Mathematical Competencies: The Role of Mathematical Focusing Tendencies	2020	Lieven Verschaffel Sanne Rathé Nore Wijns Tine Degrande Wim Van Dooren Bert De Smedt Joke Torbeyns
+	Preschoolers’ number knowledge relates to spontaneous focusing on number for small, but not large, sets.	2020	Sophie Savelkouls Michelle Hurst Sara Cordes

Works Cited by This (45)

Action	Title	Year	Authors
+	Spontaneous Focusing on Numerosity in the Development of Early Mathematical Skills	2005	Minna M. Hannula‐Sormunen
+	Handbook of mathematical cognition	2005	Jamie I. D. Campbell
+	Spontaneous Focusing on Quantitative Relations and the Development of Rational Number Conceptual Knowledge	2014	Jake McMullen
+	Children’s Counting and Concepts of Number	1988	Karen C. Fuson
+ PDF Chat	Flexible and adaptive use of strategies and representations in mathematics education	2009	Aiso Heinze Jon R. Star Lieven Verschaffel
+	Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument	2014	Jo Van Hoof Rianne Janssen Lieven Verschaffel Wim Van Dooren
+ PDF Chat	Understanding the structure of the set of rational numbers: a conceptual change approach	2004	Xenia Vamvakoussi Stella Vosniadou
+	What fills the gap between discrete and dense? Greek and Flemish students’ understanding of density	2011	Xenia Vamvakoussi Konstantinos P. Christou Lieve Mertens Wim Van Dooren
+	Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias	2005	Yujing Ni Yong‐Di Zhou
+	Finger counting: The missing tool?	2008	Michaël Andres Samuel Di Luca Mauro Pesenti