Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills

Hannula, Minna M.; Lepola, Janne; Lehtinen, Erno

doi:10.1016/j.jecp.2010.06.004

Cited by 146 publications

(151 citation statements)

References 41 publications

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“…What are the educational implications and effects of relational reasoning about quantities compared to those of other domain-specific precursors of mathematical skills (e.g., counting ability, quantity to number word linkage, and numeracy-specific attention)? By demonstrating that early relational quantitative reasoning is an important domain-specific precursor for later elementary school mathematics achievement our study complements other findings on precursor skills of later mathematical achievement (e.g., Aunola et al, 2006;De Smedt et al, 2009;Hannula et al, 2010;Krajewski & Schneider, 2009a, 2009bWatts et al, 2014). In addition, it contributes to our understanding of the developmental trajectory of mathematical achievement, and might provide a starting point for designing early education programs.…”

Section: Discussionsupporting

confidence: 83%

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Schalk

Saalbach²,

Grabner

et al. 2016

J. Numer. Cogn.

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Tremendous variation in elementary school children's mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children's relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.

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Section: Discussionsupporting

confidence: 83%

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Schalk

Saalbach²,

Grabner

et al. 2016

J. Numer. Cogn.

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“…As a consequence, they acquire less practice and expertise in mathematical activities which in turn could have negative effects on the development of automated SFON processes. On the other hand, Hannula et al (2010) speculate that an initial reduction in SFON behaviour during early learning phases might be associated with children's lower tendency to focus on mathematical aspects. Accordingly, a diminished SFON tendency in children with DD could additionally increase their numerical learning difficulties.…”

Section: Dyscalculia Focus Spontaneously Less On Numerositiesmentioning

confidence: 96%

“…The tendency to Spontaneously Focus On Numerosity (SFON) can be quantified and provides a stable and sensitive measure of using exact enumeration (Hannula & Lehtinen 2005a;Hannula, Lepola & Lehtinen 2010;Hannula, Mattinen & Lehtinen 2005b;Hannula, Räsänen & Lehtinen 2007). Moreover, SFON-behaviour is positively related to counting and mathematical abilities (Hannula et al 2005a;Hannula et al 2007).…”

Section: Dyscalculia Focus Spontaneously Less On Numerositiesmentioning

confidence: 99%

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Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

Kucian¹,

Kohn

Hannula-Sormunen

et al. 2012

Lernen und Lernstörungen

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Günther; von Aster, Michael (2012)Children who focus more on numbers show better performance in numerical tasks. In addition, the amount of SFON seems to develop consistently over time. Therefore, SFON can be used as a predictor of future numerical development (Hannula et al. 2010).In children with developmental dyscalculia (DD), the acquisition of numerical abilities is specifically impaired. These children have problems in basic numerical skills, like counting or the fast and accurate enumeration of small numerosities (subitizing), the understanding of cardinal and ordinal principles, as well as in higher mathematical skills, as arithmetic Besides of SFON, a variety of cognitive skills were examined in 76 children between 7 and 11 years of age; half of them were diagnosed with DD. Children with DD and control children were carefully matched for general cognitive abilities, but differed significantly in number-related measures.Results indicated significantly weaker SFON tendency in children with DD, which means that these children pay less attention on the aspect of exact numerosity compared to typically achieving children. Furthermore, the amount of SFON was positively related to number processing. Children who focus spontaneously less on exact quantities performed lower in numerical tasks. In summary, the present study showed for the first time that children with DD focus their attention less on quantitative aspects in their natural surrounding. Whether the reduced SFON tendency influences the development of counting and calculation abilities in a negative way or whether a deficit in basic number processing due to dyscalculia results in a diminished SFON amount is open. However, lower SFON behaviour delineates an additional characteristic of developmental dyscalculia and earns special interest since SFON is a stable and sensitive measure of further learning success. SFON tendency might be accounted as an early predictor of dyscalculia risk on the grounds that it can already be assessed in 3.5 year old children. Finally, the encouragement to focus on numerical aspects by adequate learning environments can enhance SFON tendency which positively affects the development of mathematical skills in children (Hannula et al. 2005b). Hence, support in the development of SFON behaviour seems also advisable for children with dyscalculia.

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“…Thus, many studies have focused on the cognitive inhibition of students with learning disability [24][25][26][27][28][29][30]. Fourth, some studies have also focused on attention as well [31,32]. All suggested cognitive functions are related to IPS.…”

Section: Introductionmentioning

confidence: 99%

Effect of Computer-assisted Neurocognitive Rehabilitation on Inhibitory Control of the Students With Dyscalculia

Monsef

Soleymani

Shalchi

2017

IRJ

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Objectives:Cognitive functions are the most important factors that influence the performances of students with dyscalculia. This study investigates the effect of computer-assisted neurocognitive rehabilitation on the inhibitory control of students with dyscalculia. Methods:A quasi-experimental pretest-posttest design was applied in this research. Thirty elementary students with dyscalculia were selected through convenience sampling. Then, a control and an experimental group (each containing 15 individuals) were formed and matched based on age, intelligence, gender, and school grades. The experimental group received neurocognitive rehabilitation in 20 sessions, each one taking 45 minutes. To gather data, the Wechsler Test (WISC-R), Key Math Test, and Go -No Go Test were used. Results:The results of covariance analysis showed that cognitive rehabilitation interventions did not lead to a significant difference between the experimental and control groups in inhibitory, omission, commission and reaction time scores (P>0.05). Discussion:The study findings suggest examining the effectiveness of long-term rehab during different ages and training strategies with follow-ups.

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Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills

Cited by 146 publications

References 41 publications

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

Effect of Computer-assisted Neurocognitive Rehabilitation on Inhibitory Control of the Students With Dyscalculia

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