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 onbyone, 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 onbyone, 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 onbyone, 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?
Presentations
2022

Mononen, R., & Lindberg, B. (2022). Third graders’ profiles of math performance and emotions. Paper presentation at the Oppimis ja oppimisvaikeustutkijatapaaminen, 9–10 June, Vaasa, Finland.

Mononen, R. & Tapola, A. (2022). Third graders’ emotions in mathematics – different raters, different perspectives. Paper presentation in symposium at the Mathematical Cognition and Learning Society Conference, 4–6 June, Antwerpen, Belgium.

Throndsen, T. U., Lindskog, M., Niemivirta, M., & Mononen, R. Does mathematics anxiety moderate the effect of problem difficulty on cognitive effort? Round table presentation at the AERA conference, 21–26 April, San Diego, US.
2021

Rawlings, A., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2021). Tunteet ja taidot matematiikassa – Akateemisten tunteiden ja aritmeettisten taitojen kehitys ja keskinäiset yhteydet ensimmäisinä kouluvuosina. Paper presented at the FERA Conference on Education, 25–26 November, online Jyväskylä, Finland.

Tuominen, H., Niemivirta, M., Korhonen, J., Tveiten, T., & Mononen, R., (2021). Matemaattisten taitojen ja motivaation profiilit: Pysyvyys ja muutokset ensimmäisten kouluvuosien aikana. Paper presented at the FERA Conference on Education, 25–26 November, online Jyväskylä, Finland.

Mononen, R., Niemivirta, M., Korhonen, J., Lindskog, M., & Tapola, A. (2021). Developmental relations between math anxiety, symbolic numerical magnitude processing and arithmetic performance in the first and second grade. Paper presentation in symposium at the 10th NORSMA conference, November 4–5, online Reykjavik, Iceland.

Tuominen, H., Niemivirta, M., Korhonen, J., Tveiten, K., & Mononen, R., (2021). Profiles of arithmetic performance and mathematics motivation: Change and stability during the early school years. Paper presentation in symposium at the 10th NORSMA conference, November 4–5, online Reykjavik, Iceland.

Rawlings, A., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R., (2021). Achievement emotions, selfconcept, and value in Norwegian school beginners’ mathematics studies. Paper presentation at the 10th NORSMA conference, November 4–5, online Reykjavik, Iceland.

Mononen, R., Niemivirta, M., Korhonen, J., Lindskog, M., & Tapola, A. (2021). Concurrent and longitudinal relations between math anxiety, symbolic numerical magnitude processing and arithmetic performance in the first and second grade. Paper presentation at the 19th Biennial Conference of European Association for Research on Learning and Instruction (EARLI), August 23–28, online Gothenburg, Sweden.

Tuominen, H., Niemivirta, M., Korhonen, J., Tapola, A., & Mononen, R. (2021). Profiles of mathematical skills and motivation among first grade students. Paper presentation at the 19th Biennial Conference of European Association for Research on Learning and Instruction (EARLI), August 23–28, online Gothenburg, Sweden.

Mononen, R. (2021). Formulating problems and design for researching children’s mathematics learning – from crosssectional to intervention studies. Invited talk, Sept 21, FILIORUMseminar, University of Gothenburg, Sweden.

Mononen, R. (2021). iSeeNumbers project. Invited talk, 20 April, Math Education seminar at Uppsala University, Sweden

Mononen, R. (2021). Experiences on data collection in the times of Covid19. Research seminar at the Department of Special Needs Education, 14 January, Oslo, Norway.
2020

Mononen, R. & Niemivirta, M. (2020). Lukumääräisyyden tajun ja työmuistin profiilien yhteys matemaattiseen osaamiseen ensimmäisen luokan oppilailla. Paper presented at the FERA Conference on Education (online), 15–16 December, Helsinki, Finland.

Mononen, R. & Niemivirta, M. (2020). Patterns of symbolic numerical magnitude processing and working memory as underlying factors in early mathematics performance. Accepted as a symposium presentation for MCLS2020, 2729 June, Dublin, Ireland. The conference was cancelled due to COVID19 situation.

Niemivirta, M., & Mononen, R. (2020). Longitudinal stability of and reciprocal predictions between mathematics performance and motivation among school beginners. Accepted as a symposium presentation for MCLS2020, 27–29 June, Dublin, Ireland. The conference was cancelled due to COVID19 situation.

Tuominen, H., Mononen, R., Korhonen, J., Tapola, A., & Niemivirta, M. (2020). Patterns of math skills and motivation among schoolbeginners. Accepted as a lightning talk for MCLS2020, 2729 June, Dublin, Ireland. The conference was cancelled due to COVID19 situation.
2019

Tuominen, H., Mononen, R., Korhonen, J., Tapola, A., & Niemivirta, M. (2019). Matematiikan taitojen ja motivaation profiilit ensimmäisen luokan oppilailla. Paper presented at the FERA Conference on Education, 21–22 November, Joensuu, Finland.

Mononen, R. (2019). Tracking individual differences in numeracy development – interplay between skills, motivation and wellbeing. Invited speaker in Brown Bag seminar, 5.11.2019, University of Oslo.