Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

Jake McMullen; Minna M. Hannula‐Sormunen; Mikko Kainulainen; Kristian Kiili; Erno Lehtinen

British Journal of Educational Technology Vol. 50, No. 2 (March 2019) pp. 562–573

Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to...

Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge

Jake McMullen; Boglárka Brezovszky; Minna M. Hannula-Sormunen; Koen Veermans; Gabriela Rodríguez-Aflecht; Nonmanut Pongsakdi; Erno Lehtinen

Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 178–187

Traditionally measured skills with arithmetic are not related to later algebra success at levels that would be expected given the close conceptual relation between arithmetic and algebra. However, adaptivity with arithmetic may be one aspect of...

Language: English

Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge

Boglárka Brezovszky; Jake McMullen; Koen Veermans; Minna M. Hannula-Sormunen; Gabriela Rodríguez-Aflecht; Nonmanut Pongsakdi; Eero Laakkonen; Erno Lehtinen

Computers & Education Vol. 128, No. 1 (January 2019) pp. 63–74

Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal....

Language: English