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
Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading (2018)
British Journal of Educational Psychology
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Ecuadorian Kindergartners' Spontaneous Focusing on Numerosity Development: Contribution of Numerical Abilities and Quality of Mathematics Education (2018)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade (2018)
Journal of Experimental Child Psychology
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Kindergartners' Spontaneous Focus on Number During Picture Book Reading (2018)
International Congress on Mathematical Education (ICME)
(Vertaisarvioitu artikkeli kokoomateoksessa (A3))
Cultivating mathematical skills: from drill-and-practice to deliberate practice (2017)
ZDM
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Lapsen matemaattinen maailma ja ajattelu (2017)
(Artikkeli ammatillisessa kokoomateoksessa (D2))Maternal sensitivity in responding during play and children’s pre-mathematical skills: a longitudinal study from infancy to preschool age (2017)
A Longitudinal Study from Infancy to Preschool Age
European Journal of Developmental Psychology
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge (2017)
Contemporary Educational Psychology
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Development of SFON in Ecuadorian Kindergartners (2017)
European Journal of Psychology of Education
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))
Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge (2017)
Learning and Instruction
(Vertaisarvioitu alkuperäisartikkeli tai data-artikkeli tieteellisessä aikakauslehdessä (A1))