Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge

Jake McMullen, Minna M. Hannula‐Sormunen, Erno Lehtinen

Type: Article

Publication Date: 2017-09-23

Citations: 19

DOI: https://doi.org/10.1016/j.cedpsych.2017.09.007

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Contemporary Educational Psychology - View

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Works That Cite This (18)

Action	Title	Year	Authors
+	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	Focusing on spontaneous focusing	2020	Matthew Inglis
+	Spontaneous focusing on multiplicative relations and fraction magnitude knowledge	2020	Jake McMullen Robert S. Siegler
+	Cultivating mathematical skills: from drill-and-practice to deliberate practice	2017	Erno Lehtinen Minna M. Hannula‐Sormunen Jake McMullen Hans Gruber
+	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
+	Early neurocognitive development of dyscalculia	2021	Karin Landerl Stephan Vogel Roland H. Grabner
+ PDF Chat	Promoting 5th Grade Students’ Spontaneous Focusing on Quantitative Relations	2024	Saku Määttä Minna M. Hannula‐Sormunen Kristian Kiili Hilma Halme Antti Koskinen Jake McMullen
+ PDF Chat	Does spontaneous attention to relations predict conceptual knowledge of negative numbers?	2023	Richard Prather
+ PDF Chat	Spontaneous mathematical focusing tendencies in mathematical development	2020	Jake McMullen Lieven Verschaffel Minna M. Hannula‐Sormunen
+	Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations	2017	Jake McMullen Minna M. Hannula‐Sormunen Mikko Kainulainen Kristian Kiili Erno Lehtinen

Works Cited by This (34)

Action	Title	Year	Authors
+	Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School	2015	Minna M. Hannula‐Sormunen Erno Lehtinen Pekka Räsänen
+	Development and Measurement of Preschoolers’ Quantitative Knowledge	2015	David C. Geary
+	Inhibitory control in mathematical thinking, learning and problem solving: a survey	2015	Wim Van Dooren Matthew Inglis
+	The development of students’ understanding of the numerical value of fractions	2004	Stamatia Stafylidou Stella Vosniadou
+	Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument	2014	Jo Van Hoof Rianne Janssen Lieven Verschaffel Wim Van Dooren
+	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
+	Young children's recognition of quantitative relations in mathematically unspecified settings	2013	Jake McMullen Minna M. Hannula‐Sormunen Erno Lehtinen
+	The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities	2007	Yoonkyung Jeong Susan C. Levine Janellen Huttenlocher
+	The impact of fraction magnitude knowledge on algebra performance and learning	2013	Julie L. Booth Kristie J. Newton Laura K. Twiss-Garrity