Note: The countries listed in purple following each reference, indicate where the author/s reside.

Apologies: We are aware that there are number of other articles and chapters that relate to Children's Mathematical Graphics, especially from Scandinavian countries and Spain (and others we have yet to  discover)! However, we regret that unless they are published in English, we are unable to include them. Sorry!

Our publications: Carruthers, E., Worthington, M. [England]

Anantharajan, M. (2020). Teacher noticing of mathematical thinking in young children’s representations of counting. Journal for Research in Mathematics Education, 51(3),268-300. [The Netherlands]

Berciano, A., Jiménez-Gestal, C., & Salgado, M. (2017) Kindergartners’ use of symbols in the semiotic representation of 3-Dimensional changes. International Electronic Journal of Mathematics Eduction 11(3), 311-331. [Spain]

Bjørhusdal. E., Juuhl. G.K., & Thingnes, J.S. (2024).  Language policy on the ground in Norwegian kindergartens. Linguistics and Education 81. [Norway]   

Butcher, E. (2017). Mathematics in the Early Years can be pressure-free and everywhere for everyone. ATM. [England]

Cartwright, K. (2023). Interpreting young children’s multiplicative strategies through their drawn representations. Mathematics Education Research Journal. [Australia]

Clarke, D.M. (2015). Written algorithms in the primary years: Undoing the ‘good work’? Making mathematics vital: Proceedings of the twelfth biennial conference of the Australian Association of Mathematics Teachers, 93-98. [Australia]

Davies, E. (2017). How can we develop children’s mark making and independence to encourage their use of mathematical graphics? Bristol Early Years Research. [England]

Denton, M., & Borrego, M. (2021). Funds of knowledge in STEM education: A scoping review. Studies in Engineering Education 1(2). [USA]

Disney, L., Li, L. (2022)  Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children. Teaching and Teacher Education 114. [Australia]

Downton, A., & Maffia, A.(2023). Preschool children's representation of division word problems through drawings. Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. Haifa, Israel, July 16-21, 2023. [Australia & Italy]

Edo, M., Planas, N., & Badillo, E. (2009). Mathematical learning in a context of play. European Early Childhood Education Research Journal 17(3), 325–341. [Spain]

Ferreira, M. da Conceição Rodrigues. (2010). Resolução de problemas de estrutura aditiva em crianças de 5/6 anos de idade [Resolution of additive structure problems in children aged 5/6 years]. Psychologica 52(1), 395-416. [Portugal]

Figueiredo, M. P., Gomes, H., & Rodrigues, C.  (2020). Mathematical pedagogical content knowledge in early childhood education, In O. Thiel & B. Perry (Eds.). Innovative Approaches in Early Childhood Mathematics (pp. 73-84). Routledge.  [Portugal]

Finesilver, C. (2022). Beyond categories: dynamic qualitative analysis of visuospatial representation in arithmetic. Educational Studies in Mathematics 110, 271-290. [England]

Fragkiadaki, G. (2020). Young children’s representations and ideas about the mathematical signs of plus and minus. European Journal of Alternative Education Studies, 5(1), 108-119. [Greece]

Hazily Alkan. S., & Sahin, Ipek. (2023). Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment. Educ. Sci. 13(10), 1025. [England / Hungary]

Hofslundsengen, H.,  Magnusson, M.,  Svensson, A-K.,  Jusslin, S., Mellgren, E., Hagtvet, B.E., & Heilä-Ylikallio, R. (2020). The literacy environment of preschool classrooms in three Nordic countries: challenges in a multilingual and digital society, Early Child Development and Care 190(3), 414-427. [Norway/Sweden/Finland]

Jacoby, S. (2005). Thoughts on emergent maths. Mathematics Teaching, 193. [England]

Jones Russell, M. (2018). Mathematics: Get in line. Nursery World (30th April). [England]

Konstantinidou, Z., Brentas, F., & Stamatoglou, M. (2024). The connections children develop between science and mathematics: An example of temperature measurement in the kindergarten. Contemporary Mathematics and Science Education 5(1), ep24004. [Greece]

Leavy, A, M., & Hourigan, M. (2018). Inscriptional capacities of young children engaged in statistical investigations. In A.M. Leavy, M. Melitiou-Mavrotheris & E. Paparistodemou, (Eds.), Statistics in early childhood and primary education: Supporting early statistical and probabilistic thinking. Singer. [Ireland] 

Lucangeli, D., Tressoldi, O., & Re, A. M. (2012). Path to Numbers Writing: A Longitudinal Study with Children from 3.5 to 5.5 Years Old. Journal of Educational and Developmental Psychology 2(2). [Italy]

Luciano, D., Trespoli, P. & Re, A-M. (2012). Path to numbers writing: A longitudinal study with children from 3.5 to 5.5 years old. Journal of Educational and Developmental Psychology; 2(2), 20-31. [Italy]

Mackay, K., Stephenson, N., Thomas, B., & McChesney, J. (2022) Recognising young children as mathematicians Connecting mathematical concepts to practices, pedagogy, and play. Early Childhood Folio 26(1). [New Zealand]

MacDonald, A. (2012). Young children’s photographs of measurement in the home. Early Years 32(1), 71-85. [Australia]    

MacDonald, A. (2013). Using children’s representations to investigate meaning-making in mathematics.Australasian Journal of Early Childhood, 38(2), 65–73. [Australia]

Matthews, J., & Seow, P. (2007). Electronic Paint: Understanding Children's Representation through their Interactions with Digital Paint. The International Journal of Art and Design 26(3), 251-263. [Singapore / England]

Moffett, P. (2019). Bring calculations to life with meaningful contexts. Early Years Education (EYE). 20 (9), 18-20. [Northern Ireland]

Moffett, P., & Eaton, P.  (2018) The impact of the Promoting Early Number Talk project on the development of abstract representation in mathematics, European Early Childhood Education Research Journal, 26(4), 547-561. [Northern Ireland]

Nelson, E. (2014). Using students' pictorial representations to promote mathematical thinking. Yale-NewHaven Teachers Institute. Yale, USA. [USA]

Pape, S.J., &  Tchoshanov, M. A. (2001. The role of representation(s) in developing mathematical understanding, Theory Into Practice, 40 (2), 118-127. [USA]

Papandreou, M. (2019). Young children's representational practices in the context of self-initiated data investigations. Early Years, 42(3), 371-387. [Greece]

Papandreou, M., & Tsiouli, M. (2022). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms, International Journal of Early Years Education, 30(4), 730-747. [Greece]

Papandreou, M., & & Konstantinidou. (2020). 'We make stories one meter long": children's participation and meaningful mathematical learning in early childhood classrooms. Review of Science, Mathematics & ICT Education,14(2), 43-64. [Greece]

Parviainen, P., Eklund, K., Koivula, M.,  Liinamaa, T., & Rutanen, R. (2023). Teaching Early Mathematical Skills to 3‐ to 7‐Year‐Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics. International Journal of Science and Mathematics Education 21, 1961–1983.

Perry, B., & Dockett, S. (2008). Young children's access to powerful mathematical ideas. In L. D. English (Ed.), Handbook of international research in mathematics education, pp. 81-112. Routledge. [Australia]

Poland, M., van Oers, H. J. M., & Terwel, J. (2009). Schematising activities in early childhood education. Educational Research and Evaluation, 15(3), 305-321. [The Netherlands]

Pollitt, R., Cohrssen, C., & Wright, S. (2015). Thirty-one is a lot!: Assessing four-year-old children's number knowledge during an open-ended activity. Australasian Journal of Early Childhood, 40(1), 13-22. [Australia]

Pound, L. (2012). EYFS best practice: Be specific ... mathematics. Nursery World (7th December).[England]

Pound, L. (2015). Lev Vygotsky. Nursery World (16-19 November). [England]

Pound, L. (16-19 November, 2015). Lev Vygotsky. Nursery World. [England]

Reikerås, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM, 52(4), 703-716. [Norway]

Sargasti-Escalona, M. (2019). Graphicacy: Another way of thinking and communicating. [Spain]

Sargasti-Escalona, M. (2020). Graphicacy: represent, record and communicate mathematical facts from an early age to avoid mathematical anxiety. NÚMEROS, 105. [Spain]

Svensson, C. (2022). Discerning preschool teacher’s experiences to enhance children’s participation in mathematical play activities. Springer  Nature Social Sciences 2, 157. [Sweden]

Thompson, I. (2008). What do young children's mathematical graphics tell us about the teaching written calcuatlions? In I .Thompson (Ed.). Teaching and learning early number. 2nd ed. Open University Press. [England]

Thompson, R. (2015). Early years pioneers - Lev Vygotsky. Nursery World  (November 16). [England]

Vandersteen, G. (2002). Children's Own Methods of Recording Number: "I Will Do Two Writings" Mathematics in School 31(5), 2-8. [England]

Van Dijk, I.M.A.W., van Oers, B., & Terwel, J. (2003). Providing or designing? Constructing models in primary maths education. Learning and Instruction 13, 53-72. [The Netherlands]

van Dijk, I. M. A. W. , van Oers, B. , Terwel, J. and Eeden, P. van den. (2003) Strategic Learning in Primary Mathematics Education: Effects of an Experimental Program in Modelling, Educational Research and Evaluation, 9(2), 161 — 187.  [The Netherlands]

Vanegas, Y., Prat, M., & Edo, M. (2022). Mathematical representations of 5 and 6-year-old children when solving an open-ended problem. Alteridad: Revista de Educación 17 (2), 180. [Spain]

van Oers, B. (2010). Emergent mathematical thinking in the context of play. Educational Studies in

Mathematics, 74(1), 23-37. [The Netherlands]

van Oers, B. (2013). Communicating about number: Fostering young children's mathematical orientation in the world. In L. English & J. Mulligan (eds.). Reconceptualising Early Mathematics Learning: Advances in Mathematics Education. Springer. [The Netherlands]

van Oers, B. (2023). The development of mathematical thinking in young children’s play: The role of communicative tools. In: Palmér, H., Björklund, C., Reikerås, E., Elofsson, J. (eds) Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Springer, Cham. [The Netherlands]

Voutsina, C., Stott, D. (2023). Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation. Educational Studies in Mathematics. [England]

 Zhang, W., Li, L., & Disney, L. (2023): Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts, Early Years. [Australia]