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Children's graphical signs, symbols and mathematical representations

Anning, A. (2003). Pathways to the graphicacy club: The crossroads of home and preschool. Journal of Early Childhood Literacy, 3 (1), 5-31.


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Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning.1 (2), 155-177.


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Munn, P. (1998). Number symbols and symbolic function in preschoolers. In C. Donlan (ed.). The development of mathematical skills. Psychology Press.


Munn, P. & Schaffer, R. (1993). Literacy and numeracy events in social interactive contexts. International Journal of Early Years Education, 1(3), 61-80. 


Ott, B.  (2020). Learner-generated graphic representations for word problems: an intervention and evaluation study in grade 3. Educational Studies in Mathematics 105(1), 91–113.


Ott, B.  (2017). Children’s drawings for word problems-design of a theory and an analysis tool. CERME 10, Feb 2017, Dublin, Ireland. hal-01950540


Pape, S. J., & Tchoshanov, M. A. (2001) The role of representation in developing mathematical understanding. Theory into Practice, 40(2), 118-125.


Terwel, J., van Oers, B.,van Dijk, I., & van den Eeden, P. (2009). Are representations to be provided or generated in primary mathematics education? Educational Research and Evaluation, 15(1), 25-44. 


Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Lawrence Erlbaum.


Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.


van Dijk, I. M., van Oers, B., & Terwel, J. (2003a). Providing or designing? Constructing models as a strategy for working with contextual problems in primary maths education. Learning and Instruction, vol. 13, 1, 53-72.


van Dijk, I.M.A.W, van Oers, B., & Terwel, J. (2003b). Strategic Learning in primary Mathematics Education: Effects of an experimental Program in Modelling. Educational Research and Evaluation 9(2), 161-187. 


van Dijk, E. F., van Oers, B., & Terwel, J. (2004) Schematising in early childhood mathematics education: Why, when and how?, European Early Childhood Education Research Journal, 12(1), 71-83.


van Oers, B. (2000). The appropriation of mathematical symbols: A psychosemiotic approach to mathematical learning. In P. Cobb., E. Yackel., & K. McClain (eds.). Symbolizing and communicating in mathematics classrooms. Lawrence Erlbaum Associates.


van Oers, B. (1998). Emergent mathematics: the mathematization of young chil­dren's langua­ge. In Gravemeijer, K. (ed), Symboli­zing and modelling in mathe­matics educati­on. Introduc­to­ry texts (pp. 50-57). Utrecht: Freu­dent­hal Instituut.