A3 Refereed book chapter or chapter in a compilation book
Kindergartners' Spontaneous Focus on Number During Picture Book Reading
Authors: Sanne Rathé, Joke Torbeyns, Bert De Smedt, Minna M. Hannula-Sormunen, Lieven Verschaffel
Editors: Iliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
Conference name: International Congress on Mathematical Education (ICME)
Publisher: SPRINGER INTERNATIONAL PUBLISHING AG, GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND
Publication year: 2018
Book title : Contemporary Research and Perspectives on Early Childhood Mathematics Education
Journal name in source: CONTEMPORARY RESEARCH AND PERSPECTIVES ON EARLY CHILDHOOD MATHEMATICS EDUCATION
Journal acronym: ICME-13 MONOGR
Series title: ICME-13 Monographs
First page : 87
Last page: 99
Number of pages: 13
ISBN: 978-3-319-73431-6
eISBN: 978-3-319-73432-3
ISSN: 2520-8322
DOI: https://doi.org/10.1007/978-3-319-73432-3_6
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/37042487
Children's Spontaneous Focusing On Numerosity (SFON) predicts later mathematics performance. This association is assumed to rely on children's self-initiated practice in number recognition during everyday activities, which would enhance their further mathematical development. Consequently, SFON in experimental tasks should be associated with SFON during everyday activities. The present contribution aims to enhance our understanding of this association by critically discussing the major results of two recently conducted studies on the association between SFON in experimental tasks and SFON during picture book reading. Study 1 revealed no association between children's SFON in an Imitation task and their number-related utterances during numerical picture book reading. Study 2, in which we contrasted two different SFON tasks and their association to picture book reading, revealed a positive association between children's SFON in the Picture task (but not in the Imitation task) and their number-related utterances during picture book reading. Theoretical, methodological, and educational implications are discussed.
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