| Spontaneous focusing on numerosity and mathematical skills of young children MM Hannula, E Lehtinen Learning and Instruction 15 (3), 237-256, 2005 | 356 | 2005 |
| Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills MM Hannula, J Lepola, E Lehtinen Journal of experimental child psychology 107 (4), 394-406, 2010 | 254 | 2010 |
| Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge B Brezovszky, J McMullen, K Veermans, MM Hannula-Sormunen, ... Computers & Education 128, 63-74, 2019 | 240 | 2019 |
| Development of counting skills: Role of spontaneous focusing on numerosity and subitizing-based enumeration MM Hannula, P Räsänen, E Lehtinen Mathematical thinking and learning 9 (1), 51-57, 2007 | 223 | 2007 |
| Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School MM Hannula-Sormunen, E Lehtinen, P Räsänen Mathematical Thinking and Learning 17 (2-3), 155-177, 2015 | 178 | 2015 |
| The role of attention in subitizing H Railo, M Koivisto, A Revonsuo, MM Hannula Cognition 107 (1), 82-104, 2008 | 154 | 2008 |
| Cognitive neuroscience meets mathematics education B De Smedt, D Ansari, RH Grabner, M Hannula-Sormunen, M Schneider, ... Educational research review 6 (3), 232-237, 2011 | 152 | 2011 |
| Cultivating mathematical skills: From drill-and-practice to deliberate practice E Lehtinen, M Hannula-Sormunen, J McMullen, H Gruber ZDM 49, 625-636, 2017 | 124 | 2017 |
| Modeling the developmental trajectories of rational number concept (s) J McMullen, E Laakkonen, M Hannula-Sormunen, E Lehtinen Learning and Instruction 37, 14-20, 2015 | 124 | 2015 |
| Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2 J Lepola, P Niemi, M Kuikka, MM Hannula International Journal of Educational Research 43 (4), 250-271, 2005 | 117 | 2005 |
| Does social interaction influence 3-year-old children's tendency to focus on numerosity? MM Hannula, A Mattinen, E Lehtinen Powerful environments for promoting deep conceptual and strategic learning, 63, 2005 | 115 | 2005 |
| Spontaneous focusing on numerosity in the development of early mathematical skills MM Hannula Annales Universitatis Turkuensis B 282, 2005 | 109 | 2005 |
| Matemaattisten taitojen varhaiskehitys P Aunio, MM Hannula, P Räsänen Teoksessa P. Räsänen, P. Kupari, T. Ahonen & P. Malinen (toim.) Matematiikka …, 2004 | 91 | 2004 |
| Challenges in mathematical cognition: A collaboratively-derived research agenda L Alcock, D Ansari, S Batchelor, MJ Bisson, B De Smedt, C Gilmore, ... Journal of Numerical Cognition 2 (1), 20-41, 2016 | 85 | 2016 |
| Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later J McMullen, MM Hannula-Sormunen, E Lehtinen ZDM 47 (5), 813-824, 2015 | 85 | 2015 |
| The development of situational interest during a digital mathematics game G Rodríguez‐Aflecht, T Jaakkola, N Pongsakdi, M Hannula‐Sormunen, ... Journal of Computer Assisted Learning 34 (3), 259-268, 2018 | 81 | 2018 |
| Kindergartners’ Spontaneous Focusing on Numerosity in Relation to Their Number-Related Utterances During Numerical Picture Book Reading S Rathé, J Torbeyns, MM Hannula-Sormunen, L Verschaffel Mathematical Thinking and Learning 18 (2), 125-141, 2016 | 80 | 2016 |
| Adaptive number knowledge: exploring the foundations of adaptivity with whole-number arithmetic J McMullen, B Brezovszky, G Rodríguez-Aflecht, N Pongsakdi, ... Learning and Individual Differences 47, 172-181, 2016 | 75 | 2016 |
| Spontaneous focusing on numerosity and its relation to counting and arithmetic MM Hannula-Sormunen Oxford handbook of mathematical cognition. doi 10, 1093, 2014 | 68 | 2014 |
| Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge J McMullen, MM Hannula-Sormunen, E Lehtinen Cognition and Instruction 32 (2), 198-218, 2014 | 67 | 2014 |
Jake McMullenDepartment of Teacher Education, University of TurkuVerified email at utu.fi
