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Mathematical Thinking and Learning Volume 10, 2008 - Issue 3
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Article

Toddlers' Spontaneous Attention to Number

Arthur J. Baroody University of Illinois at Urbana–Champaign, Correspondence[email protected]
,
Xia Li University of Illinois at Urbana–Champaign,
&
Meng-lung Lai National Chiayi University,
Pages 240-270 | Published online: 08 Aug 2008

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Michèle M. M. Mazzocco, Jenny Yun-Chen Chan, Jeffrey K. Bye, Emily R. Padrutt, Taylor Praus-Singh, Sarah Lukowski, Ethan Brown & Rachel E. Olson. (2020) Attention to numerosity varies across individuals and task contexts. Mathematical Thinking and Learning 22:4, pages 258-280.
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Jeffrey Trawick-Smith, Sudha Swaminathan & Xing Liu. (2016) The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care 186:5, pages 716-733.
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Minna M. Hannula-Sormunen, Jake McMullen, Janne Lepola, Pekka Räsänen & Erno Lehtinen. (2016) Studies on spontaneous attention to number (SAN) are based on spontaneous focusing on numerosity (SFON). European Journal of Developmental Psychology 13:2, pages 179-182.
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Arthur J. Baroody & Xia Li. (2016) The construct and measurement of spontaneous attention to a number. European Journal of Developmental Psychology 13:2, pages 170-178.
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Minna M. Hannula-Sormunen, Jake McMullen, Pekka Räsänen, Janne Lepola & Erno Lehtinen. (2016) Is the study about spontaneous attention to exact quantity based on studies of spontaneous focusing on numerosity?. European Journal of Developmental Psychology 13:1, pages 115-120.
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Karin Franzén. (2015) Being a tour guide or travel companion on the children's knowledge journey. Early Child Development and Care 185:11-12, pages 1928-1943.
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Karin Franzén. (2015) Under threes’ mathematical learning. European Early Childhood Education Research Journal 23:1, pages 43-54.
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Xia Li & Arthur J. Baroody. (2014) Young children's spontaneous attention to exact quantity and verbal quantification skills. European Journal of Developmental Psychology 11:5, pages 608-623.
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Karin Franzén. (2014) Under-threes’ mathematical learning – teachers’ perspectives. Early Years 34:3, pages 241-254.
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Camilla Björklund. (2012) One Step Back, Two Steps Forward – An Educator's Experiences From a Learning Study of Basic Mathematics in Preschool Special Education. Scandinavian Journal of Educational Research 56:5, pages 497-517.
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Alexis Palmer & ArthurJ. Baroody. (2011) Blake's Development of the Number Words “One,” “Two,” and “Three”. Cognition and Instruction 29:3, pages 265-296.
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Ruma Falk. (2010) The Infinite Challenge: Levels of Conceiving the Endlessness of Numbers. Cognition and Instruction 28:1, pages 1-38.
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ArthurJ. Baroody, Meng-lung Lai, Xia Li & AlisonE. Baroody. (2009) Preschoolers' Understanding of Subtraction-Related Principles. Mathematical Thinking and Learning 11:1-2, pages 41-60.
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Articles from other publishers (16)

Alex M. Silver & Melissa E. Libertus. (2022) Environmental influences on mathematics performance in early childhood. Nature Reviews Psychology 1:7, pages 407-418.
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H. Moriah Sokolowski, Rebecca Merkley, Sarah Samantha Bray Kingissepp, Praja Vaikuntharajan & Daniel Ansari. (2021) Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build‐A‐Train task. Developmental Science 25:3.
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Yasmin Sitabkhan, Linda M. Platas, Tabitha Nduku & Wendi Ralaingita. 2022. Global Perspectives and Practices for Reform-Based Mathematics Teaching. Global Perspectives and Practices for Reform-Based Mathematics Teaching 256 272 .
Mary DePascale, Richard Prather & Geetha B. Ramani. (2021) Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities. Cognitive Development 59, pages 101076.
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Jenny Yun-Chen Chan, Taylor L. Praus-Singh & Michèle M.M. Mazzocco. (2020) Parents’ and young children’s attention to mathematical features varies across play materials. Early Childhood Research Quarterly 50, pages 65-77.
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Jean-Charles Pelland. 2020. Research in History and Philosophy of Mathematics. Research in History and Philosophy of Mathematics 83 98 .
Bree Jimenez & Alicia Saunders. (2018) Increasing Efficiency in Mathematics: Teaching Subitizing to Students with Moderate Intellectual Disability. Journal of Developmental and Physical Disabilities 31:1, pages 23-37.
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Nore Wijns, Joke Torbeyns, Bert De Smedt & Lieven Verschaffel. 2019. Mathematical Learning and Cognition in Early Childhood. Mathematical Learning and Cognition in Early Childhood 139 161 .
Douglas H. Clements, Julie Sarama & Beth L. MacDonald. 2019. Constructing Number. Constructing Number 13 45 .
Sandra M Linder & Amber Simpson. (2017) Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood 19:3, pages 274-296.
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Jeffrey Trawick-Smith, Sudha Swaminathan, Brooke Baton, Courtney Danieluk, Samantha Marsh & Monika Szarwacki. (2016) Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials. Journal of Early Childhood Research 15:4, pages 433-448.
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Jenny Yun-Chen Chan & Michèle M.M. Mazzocco. (2017) Competing features influence children’s attention to number. Journal of Experimental Child Psychology 156, pages 62-81.
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Michele Mazzocco, Jenny Yun-Chen Chan & Maria Sera. 2016. Continuous Issues in Numerical Cognition. Continuous Issues in Numerical Cognition 81 103 .
Jake A. McMullen, Minna M. Hannula-Sormunen & Erno Lehtinen. (2013) Young children's recognition of quantitative relations in mathematically unspecified settings. The Journal of Mathematical Behavior 32:3, pages 450-460.
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Minna M. Hannula, Janne Lepola & Erno Lehtinen. (2010) Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills. Journal of Experimental Child Psychology 107:4, pages 394-406.
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Marites Piñon. 2010. Bayley-III Clinical Use and Interpretation. Bayley-III Clinical Use and Interpretation 1 28 .

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