Number sense
Number sense
Number sense
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
Publications
Master's theses connected to the projects
2024
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Känsäkoski, M. & Mononen, R. (2024). Matematiikka-ahdistus ja sen yhteys matematiikan osaamiseen kolmannella luokalla [Math anxiety and its relation to math performance in the third grade]. Psykologia.
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Mononen, R., Korhonen, J., Hægeland, K., Younesi, M., Goebel, S. M., & Niemivirta, M. (2024). Domain-specific and domain-general skills as predictors of arithmetic fluency development: The moderating effect of gender. Preprint available in PsyArXiv, https://doi.org/10.31234/osf.io/qt9cn
2023
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Mononen R. & Korhonen, J. (2023). iFeelMath-hanke: Matematiikka-ahdistuksen ja osaamisen kehityksellistä ja tilannekohtaista yhteyttä tutkimassa [iFeelMath projet: Investigating the developmental and situational dynamics of math anxiety and performance]. eErika – erityispedagoginen tutkimus- ja menetelmätieto, 2, 24–29. https://journals.helsinki.fi/e-erika/article/view/2095/1837
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Rawlings, A. M., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2022). Achievement emotions and arithmetic fluency – Development and parallel processes during the early school years. Learning and Instruction, 86, https://doi.org/10.1016/j.learninstruc.2023.101776
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Mononen, R., Korhonen, J., Niemivirta, M., Rawlings, A. M., Tapola, A., & Tuominen, H. (2023). iSeeNumbers project report – Main findings and recommendations for practice. Available from: https://psyarxiv.com/kxtb5
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Throndsen, T. U., Anmarkrud, O., Lindskog, M., & Mononen, R. (2023). Maths anxiety in second grade pupils is associated with increased cognitive effort when solving addition problems. Preprint available from: https://osf.io/n2bze/
2022
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Mononen, R. & Rawlings, A. (2022). Matematiikka ja tunteet [Math and emotions]. M. Orell, H. Ketovuori, & T-M. Kaarlela (toim.) Helposti! Tukea, pelejä ja opetusvinkkejä matematiikkaan. FinRa.
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Throndsen, T. U., Lindskog, M., Niemivirta, M., & Mononen, R. (2022). Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort? Scandinavian Journal of Psychology, 63(6), 565–714. https://doi.org/10.1111/sjop.12852
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Mononen, R., & Niemivirta, M. (2022). Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00596-4
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Read the main findings as a blog text here (in Finnish)
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Mononen, R., Niemivirta, M., & Korhonen, J. (2022). Predicting mathematical learning difficulties status: The role of domain-specific and domain-general skills. International Electronic Journal of Elementary Education, 4(3), 335–352. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1731
2021
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Mononen, R., Niemivirta, M., Korhonen, J., Lindskog, M., & Tapola, A. (2021). Developmental relations between mathematics anxiety, symbolic numerical magnitude processing, and arithmetic skills from first to second grade. Cognition and Emotion. Advance online publication. https://doi.org/10.1080/02699931.2021.2015296
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Check the main findings as infographic here (PDF)
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Tuominen, H., Niemivirta, M., Korhonen, J., Tapola, A., & Mononen, R. (2021). Matemaattisten taitojen ja motivaation profiilit ensimmäisen luokan oppilailla. Psykologia, 56(6), 548–566.
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Read the main findings as a blog text here (in Finnish)
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2019
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Mononen, R (2019). Matemaattiset oppimisvaikeudet - selittäviä tekijöitä. Kielikukko, 3, 2–7. (PDF)