Spontaneous mathematical focusing tendencies in mathematical development



: Jake McMullen, Lieven Verschaffel, Minna M. Hannula-Sormunen

Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

: 2020

: Mathematical Thinking and Learning

: MATHEMATICAL THINKING AND LEARNING

: MATH THINK LEARN

: 22

: 4

: 9

: 1098-6065

: 1532-7833

DOI: https://doi.org/10.1080/10986065.2020.1818466

: https://www.tandfonline.com/doi/full/10.1080/10986065.2020.1818466

: https://research.utu.fi/converis/portal/detail/Publication/50251030


Children's own spontaneous mathematical activities are crucial for their mathematical development. Mathematical thinking and learning does not only occur in explicitly mathematical situations, such as the classroom. Those children with higher tendencies to recognize and use mathematical aspects of their everyday surroundings, both within the classroom and without, appear to have an advantage in learning formal mathematical skills and knowledge. In this introduction to the special issue, we provide an overview of the existing literature on spontaneous mathematical focusing tendencies. We then provide a brief overview of the contributions to the special issue.

Last updated on 2024-26-11 at 23:23