Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children.
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| Title: | Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children. |
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| Authors: | Harju, Heidi1 heidi.harju@utu.fi, Van Hoof, Jo1, Nanu, Cristina E.1,2, McMullen, Jake1, Hannula-Sormunen, Minna1 |
| Source: | Educational Studies in Mathematics. Sep2024, Vol. 117 Issue 1, p43-65. 23p. |
| Subject Terms: | *Individual differences, *Mathematical ability, *Child development, Task performance, Regression analysis |
| Abstract: | Recent studies have highlighted the importance of ordinality skills in early numerical development. Here, we investigate individual differences in ordering sets of items and suggest that children might also differ in their tendency to spontaneously recognize and use numerical order in everyday situations. This study investigated the individual differences in 3- to 4-year-old children's tendency to spontaneously focus on numerical order (SFONO), and their association with early numerical skills. One hundred fifty children were presented with three SFONO tasks designed as play-like activities, where numerical order was one aspect that could be focused on. In addition, the children were administered tasks addressing spontaneous focusing on numerosity (SFON), numerical ordering, cardinality recognition, and number sequence production. Our results showed that children had substantial individual differences in all measures, including SFONO tendency. Children's SFONO tendency was associated with their early numerical skills. To further investigate the association between SFONO tendency and numerical ordering skills, a hierarchical regression was conducted for a group of children who could successfully order sets from one to three at a minimum and were regarded as likely having the requisite skills to spontaneously focus on numerical order. The findings reveal that SFONO tendency had a unique contribution to children's numerical ordering skills, even after controlling for age, cardinality recognition, and number sequence production. The results suggest that SFONO tendency potentially plays a relevant role in children's numerical development. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178878199 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harju%2C+Heidi%22">Harju, Heidi</searchLink><relatesTo>1</relatesTo><i> heidi.harju@utu.fi</i><br /><searchLink fieldCode="AR" term="%22Van+Hoof%2C+Jo%22">Van Hoof, Jo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nanu%2C+Cristina+E%2E%22">Nanu, Cristina E.</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22McMullen%2C+Jake%22">McMullen, Jake</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hannula-Sormunen%2C+Minna%22">Hannula-Sormunen, Minna</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Studies+in+Mathematics%22">Educational Studies in Mathematics</searchLink>. Sep2024, Vol. 117 Issue 1, p43-65. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent studies have highlighted the importance of ordinality skills in early numerical development. Here, we investigate individual differences in ordering sets of items and suggest that children might also differ in their tendency to spontaneously recognize and use numerical order in everyday situations. This study investigated the individual differences in 3- to 4-year-old children's tendency to spontaneously focus on numerical order (SFONO), and their association with early numerical skills. One hundred fifty children were presented with three SFONO tasks designed as play-like activities, where numerical order was one aspect that could be focused on. In addition, the children were administered tasks addressing spontaneous focusing on numerosity (SFON), numerical ordering, cardinality recognition, and number sequence production. Our results showed that children had substantial individual differences in all measures, including SFONO tendency. Children's SFONO tendency was associated with their early numerical skills. To further investigate the association between SFONO tendency and numerical ordering skills, a hierarchical regression was conducted for a group of children who could successfully order sets from one to three at a minimum and were regarded as likely having the requisite skills to spontaneously focus on numerical order. The findings reveal that SFONO tendency had a unique contribution to children's numerical ordering skills, even after controlling for age, cardinality recognition, and number sequence production. The results suggest that SFONO tendency potentially plays a relevant role in children's numerical development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10649-024-10327-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 43 Subjects: – SubjectFull: Individual differences Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Child development Type: general – SubjectFull: Task performance Type: general – SubjectFull: Regression analysis Type: general Titles: – TitleFull: Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harju, Heidi – PersonEntity: Name: NameFull: Van Hoof, Jo – PersonEntity: Name: NameFull: Nanu, Cristina E. – PersonEntity: Name: NameFull: McMullen, Jake – PersonEntity: Name: NameFull: Hannula-Sormunen, Minna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00131954 Numbering: – Type: volume Value: 117 – Type: issue Value: 1 Titles: – TitleFull: Educational Studies in Mathematics Type: main |
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