Focus on numbers

hannula sormunen_PIC.jpg

Minna Hannula-Sormunen, PhD, Adjunct professor, TIAS collegium researcher at the Department of Teacher Education, Faculty of Education University of Turku


In this research project we aim at specifying the role of Spontaneous Focusing On Numerosity in exact number recognition by examining whether SFON is related to differences in the encoding of the stimuli, and whether, and how attention can be captured to the aspect of number by intentional and stimulus driven manners by using EEG and fMRI studies in children and adults. Specifically, using of natural stimuli, such as photos of natural settings will allow us to deepen current limited understanding of exact number recognition. This all, in turn, will help us to design better targeted intervention programs to support early numerical development.
  • Daniel Ansari, Professor, University of Western Ontario, Canada
  • Roland Grabner, Professor, University of Göttingen, Germany
  • Pekka Räsänen, researcher, Niilo Mäki Institute, University of Jyväskylä
  • Erno Lehtinen
  • Henry Railo
  • Teemu Laine
  • Riitta Parkkola
  1. Hannula-Sormunen, M. M. (2014). Spontaneous focusing on numerosity and its relation to counting and arithmetic. Invited book chapter for Dowker, A. & Cohen Kadosh, R. (Eds.) Oxford Handbook of Mathematical Cognition. DOI: 10.1093/oxfordhb/9780199642342.013.018
  2. De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M., & Verschaffel, L., (2011). Cognitive neuroscience meets mathematics education: It takes two to tango. Educational Research Review, 6, 232-237.
  3. Hannula, M. M., Lepola, J. Lehtinen, E. (2010). Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills. Journal for Experimental Child Psychology. 107, 394-406
  4. Railo, H.M, Koivisto, M., Revonsuo, A, & Hannula, M. M.. (2008). Role of attention in subitizing. Cognition, 107, 82-104.
  5. Hannula, M. M., & Lehtinen, E. (2005). Spontaneous focusing on numerosity and mathematical skills of young children. Learning and Instruction, 15, 237-256.
Total number of publications: 21
IF>5 publications 0
PhD’s completed: 1
Amount of funding: Academy of Finland 2014-2018: 600 000 Euros (DECIN project)