Research areas and projects
Early mathematical development and education
The research aims at charting, longitudinally, numerical development and delineating the early factors producing both later success and failure in school mathematics. In previous studies, we introduced a theoretically and methodologically new concept to the scientific literature of children’s early mathematical development: Spontaneous Focusing On Numerosity (SFON). The studies showed that to some children, the world may appear to be full of numerosities and opportunities for practicing early mathematical skills, whilst others might focus on other features in the environment and involve themselves much less with pre-mathematical ideas. Thus the differences in the extent to which children focus on numerosity and utilize their number recognition skills in their everyday surroundings explain the differences in the development of the emergence in early mathematical skills. In the studies, we develop intervention methods to be used in daycare centers.
E-CER SfonMathFocus
EARLI Centre for Excellence in Research: Spontaneous Mathematical Focusing Tendencies
A networking project examining theoretical and methodological issues surrounding spontaneous mathematical focusing tendencies. Supported by EARLI
Ongoing studies (Begins 2022)
Research team
- Jake McMullen
- Minna Hannula-Sormunen
- Jo Van Hoof
Research collaborators
- Lieven Verschaffel (KU Leuven)
- Camila Gilmore (Loughborough)
- Wim Van Dooren (KU Leuven)
- Michèle Mazzocco (Minnesota)
- Melissa Libertus (Pittsburgh)
- Arnaud Viarouge (Paris)
DECIN - Developmental Contributors in Numeracy
DECIN (Developmental Contributors in Numeracy) project funded by Academy of Finland included both 4-country cross-sectional studies of 4-7 -year-old children’s mathematical skills and intervention studies of how children’s early mathematical skills and their focusing on numerosity could be enhanced at day care.
PI: Minna Hannula-Sormunen
Ongoing studies
- International Comparison of Children’s Attention and Learning (ICCAL)
In this cross-cultural and cross sectional study, we will study individual differences in SFON, SFOR and arithmetical skills in 4 to 7 year old children in Northern Ireland, England, Belgium, and Finland. By a direct comparison of the effects of four different educational settings, we will explore how the beginning of formal mathematics education affects the development of SFON, SFOR, and early numeracy. - Intervention studies
We investigate how SFON can be enhanced at day care and preschool settings together with other numerical skills.
Research Team
- Minna Hannula-Sormunen, Collegium Researcher
- Minna Kyttälä, Senior researcher
- Erno Lehtinen, Professor
- Jake McMullen, Senior researcher
- Aino Mattinen, Lecturer
Research Collaborators
- Bert DeSmedt, Professor, KU Leuven
- Joke Torbeyns, Postdoctoral Fellow, KU Leuven
- Camilla Gilmore, Senior Research Fellow, Loughborough University
- Sophie Batchelor, Research Fellow, Loughborough University
- Victoria Simms, Lecturer in Psychology, University of Ulster
PIPARI study: 10-year longitudinal study of prematurely born children’s SFON and numerical development
As a part of a large scale study of preterm and full-term born children, this study will create an 8-year follow-up to a previous longitudinal study examining the SFON and number skills of children previously studied longitudinally from age 2 years to age 5 years, to examine their math skills at age 11.
Research team
- Minna Hannula-Sormunen (PI)
- Cristina Nanu
- Hilma Halme
- Jake McMullen
Key publications
Halme, H., McMullen, J., Nanu, C. E., Nyman, A., & Hannula-Sormunen, M. M. (2022). Mathematical skills of 11-year-old children born very preterm and full-term. Journal of Experimental Child Psychology, 219, 105390. https://doi.org/10.1016/j.jecp.2022.105390
Nanu, C. E., McMullen, J., Munck, P., Pipari Study Group, & Hannula-Sormunen, M. M. (2018). Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade. Journal of Experimental Child Psychology, 169, 42–58. https://doi.org/10.1016/j.jecp.2017.12.011
Hannula-Sormunen, M. M., Nanu, C. E., Laakkonen, E., Munck, P., Kiuru, N., & Lehtonen, L. (2017). Early mathematical skill profiles of prematurely and full-term born children. Learning and Individual Differences, 55, 108–119. https://doi.org/10.1016/j.lindif.2017.03.004
FONO - Focusing On Numerical Order
FONO project funded by Academy of Finland will use a cross-sectional and a 2-year-longitudinal of 4-7 –year-old children to examine the nature of individual and developmental differences in spontaneous focusing on numerical order and other numerical order skills in addition to counting and cardinality related skills. Furthermore an experimental intervention study will investigate the impact of spontaneous focusing on numerical order on the development of early numeracy through explicit intervention in early childhood education settings. Throughout the sub-studies the focus will be on how young children learn and practice their early numeracy skills in everyday surroundings as part of their play and activities with educators. Altogether this research aims at increasing our understanding of how numerical order, counting and cardinality-related skills as well as later arithmetical relations of numbers develop towards well-integrated number system.
PI: Minna Hannula-Sormunen
Supporting multilingual children’s early mathematical skills
The main aim of this research project is to investigate how to support multilingual children’s early mathematical skills in early childhood education and care (ECEC). The project will advance the understanding of how to support multilingual children in the beginning of their path in education. In order to reduce the gap in mathematical skills between mono- and multilingual children, it is critical to enhance knowledge and establish research-based pedagogical tools to support children’s mathematical development already in ECEC environment.
The research project consists of three studies. First study investigates how SFON-based early numeracy intervention Count How Many supports the development of early numeracy and oral language skills of 3−5-year-old multilingual children. The second study is a thematic synthesis. The aim of the study is to synthesize and analyze recommendations presented in previous research for supporting multilingual children’s early mathematical skills. The third study is a systematic review and a meta-analysis. The study aims to provide a better basis for developing ECEC maths support for multilingual children by systematically reviewing existing empirical evidence of mathematical intervention studies for multilingual children aged 3 to 5 years.
Ongoing studies
- A Meta-analytic review on early mathematical interventions for multilingual children
In this study, we will review and synthesize empirical evidence of mathematical intervention studies for multilingual children aged 3 to 5. The purpose is to identify early mathematical content used for intervention training, intervention characteristics and instructional features that support multilingual children’s early mathematical skills. Furthermore, the specific objective is to examine the effectiveness of the interventions on children’s early mathematical skills.
Research team
- Katri Luomaniemi
- Minna Hannula-Sormunen
- Jake McMullen
- Sanni Kankaanpää
- Aino Mattinen
- Anne Sorariutta
- Andreas Gegenfurtner, University of Augsburg
Key publications
Luomaniemi, K., Gegenfurtner, A., Kankaanpää, S., McMullen, J. & Hannula-Sormunen, M. 2023. A meta-analytic review on early mathematical interventions for multilingual children – Preliminary results. Poster presented in CERME13. https://sites.utu.fi/mathlearn/wp-content/uploads/sites/1083/2023/09/CERME13_Luomaniemi_Meta-analytic-review_poster.pdf
Luomaniemi, K., Kankaanpää, S. & Hannula-Sormunen, M. (2023). Suosituksia monikielisten lasten varhaisten matemaattisten taitojen tukemiseen – Temaattinen synteesi. (Recommendations for supporting multilingual children’s early mathematical skills – A thematic synthesis.) Journal of Early Childhood Education Research 12(3), 23–63.
Luomaniemi, K., Mattinen, A., McMullen, J., Sorariutta, A., & Hannula-Sormunen, M. 2021. The Effects of a SFON-Based Early Numeracy Program on Multilingual Children’s Early Numeracy and Oral Language Skills. Journal of Cognitive Education and Psychology, 20(2), 138–160.
Funding
Doctoral Programme on Learning, Teaching and Learning Environments Research (OPPI), UTUGS funded Doctoral Candidate Position, Funded period: 1.1.2021–31.12.2022
Academy of Finland (DECIN project)
Flexible Mathematical Knowledge in Primary and Secondary School
This research examines the development and teaching of flexible mathematical knowledge in Primary and Secondary school, with a special emphasis on the development of the number concept. We examine novel features and predictors of individual differences in mathematical development, including Spontaneous Focusing of quantitative Relations (SFOR) and Adaptive (Rational) Number Knowledge. As well, we develop and test the effectiveness of learning environments that support these mathematical skills and behaviors, often using digital game-based learning environments.
ATOM - Thinking skills and learning motivation
One year longitudinal study examining the role of mathematics anxiety in the development of adaptive expertise with rational number knowledge in late primary school students (i.e. 11-12 year olds). This study will examine the differential impact of task type on the mathematics anxiety experienced by students. It will also investigate how mathematics anxiety for different mathematical tasks may change over the course of a school year. Finally, it will produce knowledge on the role of mathematics anxiety in the development of routine knowledge into adaptive expertise with rational numbers in primary school.
Research team
- Hilma Halme
- Jake McMullen
- Minna Hannula-Sormunen
Key publications
Halme, H., Trezise, K., Hannula-Sormunen, M., & McMullen, J. (in press). Characterizing mathematics anxiety and its relation to performance in routine and adaptive tasks. Journal of Numerical Cognition.
Research collaboration
- Kelly Trezise, Loughborough University
E-CER SfonMathFocus
EARLI Centre for Excellence in Research: Spontaneous Mathematical Focusing Tendencies
A networking project examining theoretical and methodological issues surrounding spontaneous mathematical focusing tendencies. Supported by EARLI
Ongoing studies (Begins 2022)
Research team
- Jake McMullen
- Minna Hannula-Sormunen
- Jo Van Hoof
Research collaborators
- Lieven Verschaffel (KU Leuven)
- Camila Gilmore (Loughborough)
- Wim Van Dooren (KU Leuven)
- Michèle Mazzocco (Minnesota)
- Melissa Libertus (Pittsburgh)
- Arnaud Viarouge (Paris)
ENADA - Enhancing Adaptive Rational Number Knowledge
Examining the development of and ways to promote adaptive expertise with rational number knowledge. Academy of Finland funded Consortium (in collaboration with Tampere University Professor Kristian Kiili)
Ongoing studies:
- Longitudinal investigations of Adaptive (rational) Number Knowledge (See ATOM study)
- Classroom interventions (See Growing Mind)
Research team
- Jake McMullen (PI)
- Minna Hannula-Sormunen
- Erno Lehtinen
- Tomi Kärki
- Hilma Halme
- Saku Määttä
Key publications
Kärki, T., McMullen, J. & Lehtinen, E. (2022). Improving rational number knowledge using the NanoRoboMath digital game. Educational Studies in Mathematics, 110, 101–123. https://doi.org/10.1007/s10649-021-10120-6
Määttä, S., Hannula-Sormunen, M., Halme, H., & McMullen, J. (2022). Guiding students’ attention towards multiplicative relations around them: A classroom intervention. Journal of Numerical Cognition. https://doi.org/10.5964/jnc.6363
Koskinen, A., McMullen J., Halme, H., Hannula-Sormunen, M., Ninaus, M., & Kiili, K. (2022). The role of situational interest in game-based learning. Proceedings of the 6th International GamiFIN Conference. http://ceur-ws.org/Vol-3147/
Kärki, T., McMullen, J., Halme, H. Määttä, S., Lehtinen, E., & Hannula-Sormunen, M. (2021). Pelaamalla kohti joustavaa rationaalilukukäsitettä. Psykologia, 6, 567-583.
McMullen, J., Hannula-Sormunen, M. M, Lehtinen, E., & Siegler, R. S. (2020) Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2020.101347
Research collaborators
- Kristian Kiili (co-PI)
- Antti Koskinen (TY)
- Antero Lindstedt (TY)
- Jon Star (Harvard)
- Robert Siegler (Columbia)
Growing Mind
The Growing Mind research hub brings together research projects within education and psychology from universities of Helsinki, Turku and Tampere. Growing Mind- Educational transformations for facilitating sustainable personal, social and institutional renewal (2018- 2023) is carried out in cooperation with the City of Helsinki Education division and the national Innokas Network and it is funded by the Strategic Research Council which operates in connection with the Academy of Finland. Mathematics studies include investigations of spontaneous mathematical focusing tendencies, flexible mathematical skills and promoting both in novel digital learning enviroments., as well as brain imaging studies in collaboration with University of Helsinki.
Mathematics section-PI: Minna Hannula-Sormunen