Journal articles (refereed)
McMullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (accepted) Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction. PDF
McMullen, J., & Van Hoof, J. (2020). The role of rational number density knowledge in mathematical development. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101228
McMullen, J & Siegler, R.S (accepted). Spontaneous Focusing on Multiplicative Relations and Fraction Magnitude Knowledge. Mathematical Thinking and Learning.
McMullen, J., Kanerva, K., Lehtinen, E., Hannula-Sormunen, M. M. & Kiuru, N. (in press). Adaptive number knowledge in secondary school students: Profiles and antecedents, Journal of Numerical Cognition.
Braithwaite, D. Leib, E., Siegler, R. S., McMullen, J. (2019). Individual Differences in Fraction Arithmetic Learning. Cognitive Psychology, 112, 81-98. https://doi.org/10.1016/j.cogpsych.2019.04.002
McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2019). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology, 50 (2), 562–573. http://doi.org/10.1111/bjet.12601
Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., & Lehtinen, E. (2018). Enhancing Adaptive Number Knowledge by Using a Digital Game in Primary School. Computers & Education. https://doi.org/10.1016/j.compedu.2018.09.011
McMullen, J., Van Hoof, J., Degrande, T., Verschaffel, L., & Van Dooren, W. (2018). Profiles of rational number knowledge in Finnish and Flemish students - A multigroup latent class analysis. Learning and Individual Differences. http://doi.org/10.1016/j.lindif.2018.02.005 PDF
McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2017). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology. http://doi.org/10.1111/bjet.12601 PDF
Hickendorff, M., Edelsbrunner, P., McMullen, J., Schneider, M., & Trezise, K. (2017). Informative Tools for Characterizing Individual Differences in Learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.11.001
Nanu, C., McMullen, J., Munck, P., Pipari Study Group, & Hannula-Sormunen, M. M. (in press). Spontaneous Focusing on Numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade. Journal of Experimental Child Psychology.
Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. (2017). Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience. International Journal of Serious Games, 4(3), 15–30. http://doi.org/10.17083/ijsg.v4i3.176
McMullen, J., Hannula-Sormunen, M. M., Lehtinen, E., & Siegler, R. S. (accepted) Distinguishing adaptive from routine expertise with rational number arithmetic. Learning and Instruction. PDF
McMullen, J., & Van Hoof, J. (2020). The role of rational number density knowledge in mathematical development. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101228
McMullen, J & Siegler, R.S (accepted). Spontaneous Focusing on Multiplicative Relations and Fraction Magnitude Knowledge. Mathematical Thinking and Learning.
McMullen, J., Kanerva, K., Lehtinen, E., Hannula-Sormunen, M. M. & Kiuru, N. (in press). Adaptive number knowledge in secondary school students: Profiles and antecedents, Journal of Numerical Cognition.
Braithwaite, D. Leib, E., Siegler, R. S., McMullen, J. (2019). Individual Differences in Fraction Arithmetic Learning. Cognitive Psychology, 112, 81-98. https://doi.org/10.1016/j.cogpsych.2019.04.002
McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2019). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology, 50 (2), 562–573. http://doi.org/10.1111/bjet.12601
Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., & Lehtinen, E. (2018). Enhancing Adaptive Number Knowledge by Using a Digital Game in Primary School. Computers & Education. https://doi.org/10.1016/j.compedu.2018.09.011
McMullen, J., Van Hoof, J., Degrande, T., Verschaffel, L., & Van Dooren, W. (2018). Profiles of rational number knowledge in Finnish and Flemish students - A multigroup latent class analysis. Learning and Individual Differences. http://doi.org/10.1016/j.lindif.2018.02.005 PDF
McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2017). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology. http://doi.org/10.1111/bjet.12601 PDF
Hickendorff, M., Edelsbrunner, P., McMullen, J., Schneider, M., & Trezise, K. (2017). Informative Tools for Characterizing Individual Differences in Learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2017.11.001
Nanu, C., McMullen, J., Munck, P., Pipari Study Group, & Hannula-Sormunen, M. M. (in press). Spontaneous Focusing on Numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade. Journal of Experimental Child Psychology.
Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. (2017). Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience. International Journal of Serious Games, 4(3), 15–30. http://doi.org/10.17083/ijsg.v4i3.176
McMullen, J., Hannula-Sormunen, M. M., & Lehtinen, E. (2017). Spontaneous focusing on quantitative relations as a predictor of rational number and algebra knowledge. Contemporary Educational Psychology. http://doi.org/10.1016/j.cedpsych.2017.09.007 PDF
McMullen, J., Brezovszky, B., Hannula-Sormunen, M. M., Veermans, K., Rodriguez-Aflecht, G., Pongsakdi, N., & Lehtinen, E. (in press). Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge. Learning and Instruction. doi:10.1016/j.learninstruc.2017.02.001 PDF
McMullen, J., Brezovszky, B., Hannula-Sormunen, M. M., Veermans, K., Rodriguez-Aflecht, G., Pongsakdi, N., & Lehtinen, E. (in press). Adaptive number knowledge and its relation to arithmetic and pre-algebra knowledge. Learning and Instruction. doi:10.1016/j.learninstruc.2017.02.001 PDF
Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2017).
Assessing fraction knowledge by a digital game. Computers in Human Behavior, 70,
197-206. doi: 10.1016/j.chb.2017.01.004 ResearchGate
Kainulainen, M., McMullen, J., & Lehtinen, E. (2017).
Early developmental trajectories towards the concept of rational numbers. Cognition and Instruction, 35, 1-16.
doi:10.1080/07370008.2016.1251287
Rodríguez-Aflect, G.,
Hannula-Sormunen, M.
M., McMullen, J., Jaakola, T., Pongsakdi, N., & Lehtinen, E.
(accepted). Voluntary vs compulsory playing contexts: motivational, cognitive,
and game experience effects. Simulation and
Gaming.
McMullen,
J., Brezovszky, B., Hannula-Sormunen,
M. M., Rodríguez-Aflect, G., Pongsakdi, N., & Lehtinen, E. (2016). Adaptive
Number Knowledge: Exploring the foundations of adaptivity with whole-number
arithmetic. Learning and Individual
Differences. doi:10.1016/j.lindif.2016.02.007 PDF
Van Hoof, J., Degrande, T., McMullen, J., Hannula-Sormunen, M. M.,
Lehtinen, E., Verschaffel, L., & Van Dooren, W. (2016). The relation
between learners' spontaneous focusing on quantitative relations and their
rational number knowledge. Studia Psychologica.
McMullen, J., Hannula-Sormunen, M.M., Laakkonen, E., & Lehtinen, E. (2016). Spontaneous focusing on quantitative
relations as a predictor of the development of rational number conceptual knowledge.
Journal of Educational Psychology, 108,
857-868. doi:10.1037/edu0000094
McMullen, J., Hannula-Sormunen, M.M., Lehtinen, E. (2015). Preschool spontaneous
focusing on numerosity predicts rational number knowledge six years later. ZDM – Mathematics Education, 47, 813–824.
doi:10.1007/s11858-015-0669-4
McMullen, J., Laakkonen, E., Hannula-Sormunen, M.M., & Lehtinen, E. (2015). Modeling the developmental
trajectories of rational number concept(s). Learning
and Instruction 37, 14–20. doi:10.1016/j.learninstruc.2013.12.004
McMullen, J., Hannula-Sormunen, M.M., & Lehtinen, E. (2014). Spontaneous focusing on
quantitative relations in the development of children’s fraction knowledge, Cognition and Instruction, 32 (2),
198-218. doi:10.1080/07370008.2014.887085
McMullen, J., Veermans, K., & Laine, K. (2013). Tools for the classroom? An examination of existing
sociometric methods for teacher use. Scandinavian
Journal of Educational Research. doi:10.1080/00313831.2013.838694
McMullen, J., Hannula-Sormunen, M.M., & Lehtinen, E. (2013). Young children’s recognition
of quantitative relations in mathematically unspecified settings. Journal of Mathematical Behavior, 32
(3), 450–460. doi:10.1016/j.jmathb.2013.06.001
Publications
in peer-reviewed conference proceedings
McMullen, J. & Resnick, L.B. (2018). Linking
Informal and Formal Mathematical Reasoning: Two Directions Across the Same
Bridge?. In Bergqvist, E., Österholm, M., Granberg, C., and Sumpter, L. (eds.),
Proceedings Of the 42nd Conference of the
International Group for the Psychology of Mathematics Education (July 3-8,
Umeå, Sweden).
Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2016).
A Game-Based
Approach to Examining Students’ Conceptual Knowledge of Fractions. Proceedings of the Games and Learning
Alliance International Conference 2016 (December 5-7, 2016, Utrecht, Netherlands).
Vamvakoussi,
X., Vraka, L., Lioliousi, A., & McMullen,
J. (2015). Young children’s spontaneous
focusing on simple multiplicative relations (in Greek). Proceedings of the 6th Conference of the Greek Association of
Researchers of Mathematics Education (December 4-6, 2015, Thessaloniki,
Greece).
McMullen, J., Hannula-Sormunen, M. M., & Lehtinen, E., (2014). Spontaneous
focusing on quantitative relations predicts the representation of rational
number magnitudes. In Hannula, M. S. (ed.), Proceedings
of the 7th Nordic Conference on Mathematics Education. Turku.
Hannula-Sormunen,
M. M., McMullen, J., & Lehtinen,
E., (2014). Children’s spontaneous focusing on numerosity and quantitative
relations as building blocks of mathematical development from preschool to the
end of primary school. In Hannula, M. S. (ed.), Proceedings of the 7th Nordic Conference on Mathematics Education.
Turku.
Brezovszky, B., McMullen, J., Rodriguez, G., & Lehtinen, E. (2014). Number
navigation digital strategy game for training adaptive expertise with
arithmetic problem solving. In Hannula, M. S. (ed.), Proceedings of the 7th Nordic Conference on Mathematics Education.
Turku.
Brezovszky,
B., Lehtinen, E., McMullen, J.,
Rodriquez, G. & Veermans, K. (2013). Training Flexible and Adaptive
Arithmetic Problem Solving Skills through Exploration with Numbers. The
Development of Number Navigation Game. In the Proceedings of The 7th European Conference on Game based Learning.
McMullen, J., Hannula-Sormunen, M. M., & Lehtinen, E. (2011). Young
children’s spontaneous focusing on quantitative aspects and their
verbalizations of their quantitative reasoning. In Ubuz, B. (Ed.). Proceedings of the 35th
Conference of the International Group for the Psychology of Mathematics
Education, 3, pp. 217-224. Ankara, Turkey: PME
Publications
in edited volumes
Lehtinen, E., McMullen , J. & Gruber, H. (2019). Expertise development and scientific reasoning. In M. Murtonen & K.
Balloo (Eds.), Scientific thinking and
research skills in university education – Across the domains. Palgrave
Macmillan.
McMullen, J., Chan, J. Y.-C., Mazzocco, M. M. M., Hannula-Sormunen, M. M. (2019).
Spontaneous mathematical focusing tendencies in mathematical development and
education. In Norton, A. & Alibali, M. (eds.), Constructing Number: Merging Perspectives from Psychology and
Mathematics Education. Springer.
Hannula-Sormunen, M. M., McMullen,
J., & Lehtinen, E. (2019). Everyday context and mathematics learning:
on the role on spontaneous mathematical focusing tendencies in the development
of numeracy. In Fritz, A., Haase, V. G., & Räsänen, P. (eds.), International Handbook of Mathematical
Learning Difficulties: From the Laboratory to the Classroom. Springer
Lehtinen,
E., Brezovszky, B., Rodriguez Padilla, G., Lehtinen, H., Hannula-Sormunen, M.
M., McMullen, J., Pongsakdi, N.,
Veermans, K., & Jaakkola, T. (2015). Number
Navigation Game (NNG): In J. Torbeyns, E. Lehtinen & J. Elen (Eds.), Describing and Studying Domain-Specific
Serious Games (pp. 45-61). New York: Springer.
Brezovszky, B., Rodríguez Padilla, G., McMullen, J., Veermans, K., Pongsakdi, N., Hannula-Sormunen, M. M.,
& Lehtinen, E. (2015). Developing Adaptive Number
Knowledge with the Number Navigation Educational Digital Game. In J. Torbeyns,
E. Lehtinen & J. Elen (Eds.), Describing
and Studying Domain-Specific Serious Games (pp. 45-61). New York: Springer.
Rodríguez Padilla, G., Brezovszky, B., Pongsakdi, N., Jaakkola, T.,
Hannula-Sormunen, M. M., McMullen, J.,
& Lehtinen, E. (2015). Number Navigation Game Experience and Motivational
Effects. In J. Torbeyns, E. Lehtinen & J. Elen (Eds.), Describing and Studying Domain-Specific Serious Games (pp. 45-61).
New York: Springer.
Other academic works (Article-based
doctoral dissertation)
McMullen, J. (2014). Spontaneous Focusing on
Quantitative Relations and the Development of Rational Number Conceptual
Knowledge. Doctoral Dissertation, University of Turku. Turku, Finland:
Painosalama.
http://www.doria.fi/bitstream/handle/10024/94538/AnnalesB380.pdf?sequence=
Non-refereed Journal Articles
McMullen, J., & Hickendorff, M. (2018). Latent variable mixture models in
research on learning and individual differences. Learning and Individual Differences, 66, 1–3. doi:10.1016/j.lindif.2018.05.008
Hannula-Sormunen,
M.M., McMullen, J., Lepola, J.,
Räsänen, P., & Lehtinen, E. (2016). Studies on
spontaneous attention to number (SAN) are based on spontaneous focusing on
numerosity (SFON). European Journal of
Developmental Psychology. doi:10.1080/17405629.2016.1151782
Hannula-Sormunen, M.M., McMullen,
J., Räsänen, P., Lepola, J., & Lehtinen, E. (2015). Is the study about
spontaneous attention to exact quantity based on studies of spontaneous
focusing on numerosity? European Journal
of Developmental Psychology. doi: 10.1080/17405629.2015.1071252
Organized
symposia
McMullen, J. & Verschaffel, L. (2019). Beyond
SFON: Expanding examinations of spontaneous mathematical focusing tendencies.
EARLI conference, 12-16 August. Aachen, Germany.
Vamvakoussi, X. &
McMullen, J. (2019). Conceptual and procedural knowledge in mathematics
learning: Open issues in theory and measurement. EARLI conference, 12-16
August. Aachen, Germany.
McMullen,
J. & Hannula-Sormunen, M. M. (2019). Supporting
spontaneous mathematical activities: Contexts and Interventions. EARLI
conference, 12-16 August. Aachen, Germany.
McMullen, J. (2019). Expanding examinations of
spontaneous mathematical focusing tendencies. MCLS conference, 16-18 June,
Ottawa, Canada.
Hubbard, E., McMullen, J., & Matthews, P. (2018). Accessing
rational numbers – Nature and nurture. MCLS conference, 8–9 April. Oxford, UK.
McMullen, J., Matthews, P, & Hubbard, E. (2018). The development of symbolic fraction knowledge –
Processes and proponents. MCLS conference, 8–9 April. Oxford, UK.
Matthews, P, McMullen, J., & Hubbard, E. (2018). Foundations for fractions – Non-symbolic ratio
processes and relational reasoning. MCLS conference, 8–9 April. Oxford, UK.
McMullen J. & Resnick, L. B., (2017) Intuitive and
Informal reasoning in (and out of) the mathematics classroom. EAPRIL conference,
Nov 28–Dec 1. Hämeenlinnä, Finland
McMullen, J (2017). Students’ Difficulties with
Algebra: Causes and Solutions. Symposium at the 17th biennial EARLI
Conference. August 29–September 1. Tampere, Finland.
Cristou, K & McMullen, J., (2016). Digital games
and game-based learning to promote learning in mathematics. Symposium at the 10th
International Conference on Conceptual Change. Florina, Greece.
McMullen, J., (2015). Expanding inquiries of
spontaneous mathematical focusing tendencies. Symposium at the 16th biennial
EARLI Conference, August 23–29. Limassol, Cyprus.
McMullen, J., (2015). Modelling student
characteristics and development: Latent variable mixture model approaches.
Symposium at the 16th biennial EARLI Conference, August 23–29. Limassol,
Cyprus.
McMullen, J. and Van Dooren W. (2014), The development
of quantitative reasoning: dispositions and biases. Symposium at the 9th
International Conference on Conceptual Change. Bologna, Italy.
Popular
Publications
McMullen, J. (2019). Seeing the world through
math-colored glasses. BOLD blog. https://bold.expert/seeing-the-world-through-math-colored-glasses/
McMullen, J. (2012) Jämlikhet och kvalitet i
utbildning [Quality and Equality
in Education]. Ikaros, 2/2012, pp. 35–36.
