Minna Hannula‐sormunen
Biographic Data
| ID | 2748333 |
|---|---|
| NAME | Minna Hannula‐sormunen |
| GIVEN NAMES | Minna |
| FAMILY NAME | Hannula‐sormunen |
| SIGNATURE | SORMUNEN M H |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-6106-2569 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Expectancy-value motivation profiles and their relation to specific maths tasks
The current study assesses how achievement motivation relates to specific maths tasks. The participants were Grade five Estonian students (N = 335, 51% female, 2021/2022 school year). The assessment included two to three whole-number calculations, conversions of units of mass, length, and time, typical word problems, real-life word problems, spontaneous focusing on quantitative relations, and the guided use of multiplicative relations, as well as…
Not realizing that you don't know
BACKGROUND: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropr…
The strength and direction of the difficulty adaptation affect situational interest in game-based learning
Research has shown that difficulty adaptation is a promising instructional technique in digital game-based learning. Nevertheless, although the strength and direction of difficulty adaptation can affect motivational outcomes, these effects remain insufficiently examined in game-based learning. This within-subject study examined how the strength and direction of difficulty adaptation affected motivational outcomes in digital game-based math learni…
Predicting adaptive expertise with rational number arithmetic
BACKGROUND: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational…
Understanding students’ game experiences throughout the developmental process of the number navigation game
Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The aims of the present study were to analyze students’ gaming experiences while playing four consecutive versions of the Number Navigation Game (NNG)—a mathematical game-based learning environment focusing o…
Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading
BackgroundYoung children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed ass…
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Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading
BackgroundYoung children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed ass…
Understanding students’ game experiences throughout the developmental process of the number navigation game
Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The aims of the present study were to analyze students’ gaming experiences while playing four consecutive versions of the Number Navigation Game (NNG)—a mathematical game-based learning environment focusing o…
Predicting adaptive expertise with rational number arithmetic
BACKGROUND: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational…
The strength and direction of the difficulty adaptation affect situational interest in game-based learning
Research has shown that difficulty adaptation is a promising instructional technique in digital game-based learning. Nevertheless, although the strength and direction of difficulty adaptation can affect motivational outcomes, these effects remain insufficiently examined in game-based learning. This within-subject study examined how the strength and direction of difficulty adaptation affected motivational outcomes in digital game-based math learni…
Not realizing that you don't know
BACKGROUND: Research has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropr…
Expectancy-value motivation profiles and their relation to specific maths tasks
The current study assesses how achievement motivation relates to specific maths tasks. The participants were Grade five Estonian students (N = 335, 51% female, 2021/2022 school year). The assessment included two to three whole-number calculations, conversions of units of mass, length, and time, typical word problems, real-life word problems, spontaneous focusing on quantitative relations, and the guided use of multiplicative relations, as well as…
Psychology (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Education, Achievement, and Giftedness (3 works) · Mathematics Education and Teaching Techniques (3 works) · Social Psychology (3 works) · Task (project management) (3 works) · Educational Games and Gamification (2 works) · Engineering (2 works)