Minna
Hannula-Sormunen
Professor, Department of Teacher Education (Turku)
Professor
Research Group for Mathematics Teaching and Learning in University of Turku, Finland See for more information: https://sites.utu.fi/mathlearn/
Areas of expertise
Early mathematical development and digital learning environments supporting it
Spontaneous focusing on numerosity (SFON) and quantitative relations (SFOR)
Mathematics learning and instruction at school age
Supporting mathematics teaching
Spontaneous focusing on numerosity (SFON) and quantitative relations (SFOR)
Mathematics learning and instruction at school age
Supporting mathematics teaching
Publications
Is the study about spontaneous attention to exact quantity based on studies of spontaneous focusing on numerosity? (2016)
European Journal of Developmental Psychology
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
A COMPARATIVE ANALYSIS OF WORD PROBLEMS IN SELECTED THAI AND FINNISH TEXTBOOKS (2016)
INTERNATIONAL CONFERENCE FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, Proceedings of the PME Conference
(Vertaisarvioitu artikkeli konferenssijulkaisussa (A4))
Kaninhistorier – Träning i aktiv hörförståelse (2015)
Träning i aktiv hörförståelse
(Oppikirja, ammatillinen käsi- tai opaskirja taikka sanakirja (D5))
Modeling the developmental trajectories of rational number concept(s) (2015)
Learning and Instruction
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic (2015)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))Number Navigation Game (NNG): Experience and Motivational Effects (2015)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))Number Navigation Game (NNG): Design Principles and Game Description (2015)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))Developing Adaptive Number Knowledge with the Number Navigation Game-Based Learning Environment (2015)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later (2015)
ZDM
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015)
Mathematical Thinking and Learning
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))