Zobrazeno 1 - 10
of 50
pro vyhledávání: '"Minna M. Hannula-Sormunen"'
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 3, Pp 414-429 (2022)
Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety re
Externí odkaz:
https://doaj.org/article/961ecc310394437bad0507abf58cf140
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 283-300 (2019)
The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relati
Externí odkaz:
https://doaj.org/article/b554a67f92c14857b70953f6733b5b3f
Autor:
Katri Luomaniemi, Milja Heinonen, Aino Mattinen, Ilona Södervik, Minna M. Hannula-Sormunen, Anne Sorariutta, Cristina E. Nanu
Publikováno v:
Mathematical Thinking and Learning. 22:312-331
In this study we investigated the effects of two naturalistic 2- to 4-year-old children’s intervention programs aimed at promoting children’s Spontaneous Focusing On Numerosity (SFON) and early num...
Autor:
Erno Lehtinen, Samuli Laato, Minna M. Hannula-Sormunen, Boglárka Brezovszky, Phuong Bui, Gabriela Rodríguez-Aflecht
Publikováno v:
Educational Technology Research and Development. 68:2395-2421
Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The ai
Publikováno v:
Frontline Learning Research. 8:56-75
This study investigated the effect of children’s first formal school years on mathematical skill profiles, measured by a variety of arithmetical skills and Spontaneous Focusing On Numerosity (SFON) tasks. By using person-centered approach the aim w
Publikováno v:
Lecture Notes in Computer Science ISBN: 9783031221231
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fd2e401c3895b6489db2c64b1acf554
https://doi.org/10.1007/978-3-031-22124-8_13
https://doi.org/10.1007/978-3-031-22124-8_13
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 283-300 (2019)
Cited By :1 Export Date: 10 February 2021 Correspondence Address: McMullen, J.; Department of Teacher EducationFinland; email: jake.mcmullen@utu.fi The present study aims to examine inter-individual differences in adaptive number knowledge in seconda
Autor:
Eero Laakkonen, Gabriela Rodríguez-Aflecht, Koen Veermans, Erno Lehtinen, Jake McMullen, Nonmanut Pongsakdi, Boglárka Brezovszky, Minna M. Hannula-Sormunen
Publikováno v:
Computers and Education. 128:63-74
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. The
Publikováno v:
Journal of Experimental Child Psychology. 219:105390
Preterm birth affects the academic development of children, especially in mathematics. Remarkably, only a few studies have measured specific effects of preterm birth on mathematical skills in primary school. The aim of this study was to compare 11-ye
Publikováno v:
The British journal of educational psychology. 92(2)
Background Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical character