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Everyday Context and Mathematical Learning: On the Role of Spontaneous Mathematical Focusing Tendencies in the Development of Numeracy

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Abstract

This chapter summarizes classical studies on numeracy development and highlights the impact of children’s own, self-initiated numerical activities in informal everyday situations on the learning trajectories toward an advanced number sense. Theories and empirical evidence of the role early exact and approximate magnitude processing, relational reasoning, counting, number sequence, and arithmetical skills play in the development of natural and rational number knowledge are described. Furthermore, studies on spontaneous focusing on numerosity (SFON) and spontaneous focusing on quantitative relations (SFOR) are described arguing that individual differences in self-initiated focusing on numerosity and quantitative relations explain some of the individual differences in children’s numerical development during the childhood years and primary school. Based on this literature review, we claim that it is important for formal mathematics education to early on take into account children’s own mathematically relevant activities in both formal and informal situations.

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Authors and Affiliations

  1. Department of Teacher Education and Centre for Research on Learning and Instruction, University of Turku, Turku, Finland

    Minna M. Hannula-Sormunen, Jake McMullen & Erno Lehtinen

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  1. Minna M. Hannula-Sormunen
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Correspondence to Minna M. Hannula-Sormunen .

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Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Hannula-Sormunen, M.M., McMullen, J., Lehtinen, E. (2019). Everyday Context and Mathematical Learning: On the Role of Spontaneous Mathematical Focusing Tendencies in the Development of Numeracy. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_3

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