Note: The countries listed in purple following each reference, refer to the

country of the author/s. 

    We regret that we can only include publications in English. 

Achmad, N., Amin, S. M., &Lukito, A.. (2017) A learning trajectory of Indonesian 12-years old students' understanding of division of fractions. Southeast Asian Mathematics Education Journal 7(2), 41-52. [Indonesia]

Aina, M. A. O.. (2023). Strategies for leveraging students’ funds of knowledge in mathematics instruction: systematic review of K - 12 practices. Masters thesis. Washington State University. [USA]

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]

Aubrey, C. (1994). An investigation of children’s knowledge of mathematics at school entry and the knowledge their teachers hold about teaching and learning mathematics, about young learners and mathematical subject knowledge, British Educational Research Journal, 20(1), pp. 105-120. [England]   

Bäckman, K. (2016). Play as a Starting Point for Teaching Shapes and Patterns.  in the Preschool. Springer. [Sweden]

Barcelos, T. S., & Silveira, I. F. (2012). Teaching computational thinking in initial series:An analysis of the confluence among mathematics and computer sciences in elementary education and its implications for higher education.  XXXVIII Conferencia Latinoamericana en Informática, Medellin, 2012.  [Brazil]

Barnes, C. (2005). Too much teaching? Mathematics Teaching 190, pp. 23-25. March 2005. [England]   

Bautista, A., Habib, M.,Ong, R., Eng, A., & Bull, R. (1919). Multiple representations in preschool numeracy: Teaching a lesson on more-or-less. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), pp. 95-122. [Hong Kong/Singapore/Australia]

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 Education, 11(3), 311-331. [Spain]

Bolden, D. S., Harries, T., & Newton, D. P. (2010). Preservice primary teachers’ conceptions of creativity in mathematics. Educ Stud Math 73, 143–157. [England]

Brizuela, B. (2004). Mathematical development in young children: Exploring notations. Teachers College Press. [USA]

Burton, F. (2023). The mathematics visible in pre-school settings. Doctoral thesis, Deakin University. [Australia]   

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]

Chen, H., Disney, L., & Li, l. (2024). Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual Play World approach. Learning, Culture and social interaction 48. [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]

Cook, D. (2001). ‘You can't have a cake unless it's written down’: Semiotic activity and authentic learning in play as a potential tool for analysis. Early Child Development and Care, 168(1), 49-62. [England]

Cook, D. (2006). Mathematical sense making and role play in the nursery. Early Childhood Development and Care, 121(1), 55-66. [England]

Culverhouse, H. (2017). An investigation into indoor and outdoor mathematical play. Association of Teachers of mathematics (ATM). May, 2017. [England]

Dancer, J. (2016). Full marks. Nursery World, 2016(13), 28-30.

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), 71-92. [USA]

Dhanapal, S., Kanapathy, R., & Shan, E. W. Z. (2014). A Comparison of the Effectiveness between Free and Structured Play in Enhancing Students’ Problem Solving Skills in Mathematics. Asian Journal of Education and e-Learning, 2(4). [Malaysia]

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]

Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in early childhood and primary education (3 – 8 years): Definitions, theories, development and progression. Research report no. 17. National Council for Curriculum and assessment. [Ireland]

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]

Downton, Abbey., & Maffia, A. (2025). Young children's drawings of measurement and partitive division word problems. Mathematical Thinking and Learning, 1(23).  [Australia & Italy]

Dwyer, J., MacDonald, A., Sikder, S. (2024). Children’s Mathematical Graphics Illustrating Inner “Voices”: A Literature Review. In: Mahony, L., McLeod, S., Salamon, A., Dwyer, J. (eds) Early Childhood Voices: Children, Families, Professionals. International Perspectives on Early Childhood Education and Development, vol 42. Springer. [Australia]

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]

Ewers-Rogers, J., & Cowan, R. (1996). Children as apprentices to number. Early Child Development and Care 125, 15-25. [England]

Ewers-Rogers, J. (2002). Very young children's understanding and use of numbers and number symbols. PhD thesis. University of London, Institute of Education. [England]

Figueiredo, M. P., Gomes, H., & Rodrigues, C. (2018). Mathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugal. European Early Childhood Education Research Journal, 26(4), 535–546.  [Portugal]

Finesilver, C. (2014). Drawing division : emerging and developing multiplicative structure in low-attaining students representational strategies. Doctoral thesis , Institute of Education, University of London. [England]

Finesilver, C. (2017). Emerging and developing multiplicative structure in students’ visuospatial representations: Four key configuration types. In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education(pp. 3920-3927).  [England]

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

Forsberg Ahlcro-na, M., & Östman, A. (2018). Mathematics and puppet play as a method in the pre-

school teacher education. Creative Education, 9, 1536-1550. [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]

Franco, J. E. (2019). Literacy and numeracy in play: Young children's representations of their multilingual worlds. University of California, Doctoral dissertation. [USA]

Gawthorpe, A., & Campbell Davidson, K. (2023). Active learners in numeracy:

implementing guided play for early numeracy learning. Research in Teacher Education, 13(1), pp.

13-20. [England]

Glasgow Counts: A framework for mathematics. (2021). [Scotland]

Gqoli , N. (2021). Practitioners perceptions of mathematical development in early childhood.  PhD Dissertation, University of Free State, [South Africa] 

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

Grech, J. (2022). Integrating mathematical concepts and processes into children's learning experiences at kindergarten 2 level: An action research project. Masters Dissertation: University of Malta. [Malta]

Gros, H., Thibaut, J-P., & Sander, E. (2025). Uncovering the interplay between drawings, mental representations, and arithmetic problem-solving strategies in children and adults. Memory and Cognition 53, 76–95). [France]

Gripton, C., & Joubert, M. (2024). Developing a Learning Trajectories based counting collections approach for preschool children in England. 15th International Congress on Mathematical Education, July 2024. Sydney, Australia. [England]

Harold, K. J. (2024). Bettering creative thought in young students. Creative Education 15(5) [France]

Hazily Alkan. S., & Sahin, I. (2023). Addressing language diversity in early years mathematics: Proposed classroom practices through a live brief assessment.  Edu.Sci. 13(10), 1025. [England / Hungary]

Hiebert, J. (1988). A theory of developing competence with written mathematical symbols. Educational Studies in Mathematics 19, 33-355. [USA]

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]

Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Basil Blackwell. [England]

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

Jone Russel. (2018). Mathematics: Get in line? Nursery World. [England]

Kaartinen, S., & Kumpulainen, K. (2012). The emergence of mathematizing as a culture of participation in the early childhood classroom. European Early Childhood Education Research Journal, 20(2), 263-281.[Finland]

Knowles, C. (2017). Closing the attainment gap in maths: a study of good practice in early years and primary settings. Fair Education Alliance. [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]

Larsson, N., Fredriksdotter, H., & Klang, N. (2024). Different types of talk in mixed attainment problem-solving groups: Contributions to individual students' combinatorial thinking. The Journal of Mathematical Behaviour 76, 2-21. [Sweden] 

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] 

Li, L., & Disney, L. Li, L. (2024). Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual PlayWorld approach. Learning, Culture and Social Interaction, 48, 23-44. [Australia]

Lucangelli, 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]

Ma, Y., Fleer, Ma., L, Li.,i & Wang, Y. (2023). A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context, European Early Childhood Education Research Journal 31(6), 850-865. [Australia]

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. (2011). Content, context and representation: Children’s measurement experiences and understandings at the start of school. PhD Dissertation,Charles Sturt University. [Australia]

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]

Magnusson, M., & Pramling, N. (2011). Signs of knowledge: the appropriation of a symbolic skill in a five-year-old. European Early Childhood Education Research Journal, 19(3), 357–372. [Sweden]

Mathew, K.A., Lee, V.J., Gentile, C., Hanna, C., & Montgomery, A. (2024). Empowering young writers: A multimodal case study of emergent writing in urban preschool classrooms. Early Childhood Education Journal. [USA]
 

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]

Mousley, J., & Doig, B. (2009). Assessment of mathematical development in early childhood: some views of preschool practitioners in regional and rural Australia, Australian research in early childhood

education 16 (2), pp. 49-61. [Australia]

Munn, P. (1994). The early development of literacy and numeracy skills. European Early Childhood Education Research Journal, 2(1), 5–18.  [Scotland]

Munn, P. (1997). Writing and number. In I Thompson (ed.). Teaching and Learning Early Number. Open University Press.  [Scotland]

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

Munn, P., & Kleinberg, S. (2003). Describing good practice in the early years — A response to the ‘third way.’ Education 3-13, 31(2), 50–53. [Scotland]

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

Nakawa, N. (2020). Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children, South African Journal of Childhood Education 10(1). [Japan]

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

Nikiforidou, Z. (2017). Risk literacy: Concepts and pedagogical implications for early childhood education.  Contemporary Issues in Early Childhood 18(3) 322–33. [Greece]H

Nolan, A., Paatsch, L., & Kinnear, V. (2024). Enriching the professional capital of primary school teachers to assess play and learning through play. Professional Development in Education, 1–16. [Australia]

Norling, M. (2024). The social language environment-domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy. European Early Childhood Education Research Journal, (16th August). [Sweden]

Novitasari, M., Sumardjoko, B., Eko Pramono, S., & Wasimo. (2024). Child-friendly education: Fostering mathematical communication in primary school children. Journal of Ecohumanism 3(7), 5019-5032. [Indonesia]

O’Brien, N. (2024). Strategies for teachers developing strategies for mathematics in early childhood education. He Kupu. [New Zealand]

O’Sullivan, L., & Ring, E. (2018). Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland. International Journal of Play, 7(3), 266–289. [Ireland]

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

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

Palmér, H., & van Bommel, J. (2016). Exploring the role of representations when young children solve a combinatorial task. Proceedings of MADIF 10The Tenth Research Seminar of the Swedish Society for Research in Mathematics Education. [Sweden]

Palmér, H., & van Bommel, J. (2020). The role of and connection between systematization and representation when young children work on a combinatorial task. European Early Childhood Education Research Journal, 26, 562 - 573. [Sweden]

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. (2009). Preschoolers’ semiotic activity: additive problem-solving and the representation of quantity. In Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 321-328). Thessaloniki: PME. [Greece]

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., & & 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]

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]

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. [Finland]

Parvianen, P. (2024).  Early mathematical teaching - from theoretical modelling to teachers’ awareness in early childhood education. Doctoral Dissertation: University of Jyvaskyla. [Finland]

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]

Petersson,J., Sayers, J., Rosenqvist, E., &  Andrews, P. (2022). Parent-initiated activities in support of Swedish year-one children’s learning of mathematics: Age-appropriate complements to school? International Journal of Early Years Education, 30 (4), 831-846. [Sweden / UK / Denmark]

Poland, M., & van Oers, B. (2007). Effects of schematising on mathematical development. European Early Childhood Education Research Journal, 15(2), 269–293. [The Netherlands]

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]

Politt, R. (2018). Spatial reasoning and geometry: Educator observations, assessment and curriculum planning. PhD Dissertation, University of Melbourne. [Australia]

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]

Pollitt, R. (2018). Spatial reasoning and geometry: Educator observations, assessment and curriculum planning. PhD Dissertation, University of Melbourne. [Australia]

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

Pound L. (2015). Lev Vygotsky. Nursery World. 2015. [England]

Read, M.J. (2022). Capstone project : Zometool: From 0 to the 4th dimension: from 0 to the 4th dimension. California State University. Masters Thesis. [USA]

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

Rose, J.  &  Rogers, S.  (2012). Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms. International Journal of Early Years Education, 20 (1), 43-58. [England]

Rose, J., & Gilbert, L. (2017). Learning, development and the curriculum. Chapter 5, BERA – TACTYC Early Childhood Research Review 2003 – 2017. [England]

Russell, M. J. (2018). Get in line?. Nursery World, 2018(9), 38-39. [England]

Salomonsen, T. (2020). What does the research tell us about how children best learn mathematics? Early Child Development and Care, 190(13), 2150–2158. [Norway]

Schäfer, J. (2010).  An investigation of how visual arts can be used to teach mathematical concepts of space and shape in grade R. MA, Rhodes University. [South Africa]

Schumacher Barcelos, T., & Silveira, F. (2012). Teaching computational thinking in initial series. XXXVIII Conferencia Latinamericana en Informatica, Medelin. [Spain / Mexico]

Seçgin, M, G., Başkurt, I., & Güner, P. (2024). Mathematical literacy of primary school students in the context of mathematical modeling. Journal of Pedagogical Sociology and Psychology 6(3). [Turkey]

Simpson, A., Borowski, R., Colquhoun, A., & Hu, Z. (2024). Unplugged: Planting and Growing the Seed of Replacement in Four-Year Old-Children. Early Childhood Education Journal. [USA]

Steyn, M. G. (2014). Teaching the mathematical concept of time in Grade 2. PhD Dissertation, University of Pretoria. [South Africa]

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

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)  Educational Research and Evaluation, 15(1), 24-44. [The Netherlands]

Thom, J.S., & McGarvey, L.M. (2015). The act and artifact of drawing(s): observing geometric thinking with, in, and through children’s drawings. ZDM Mathematics Education 47, 465–481. [Canada]

Thomas, N. D., Mulligan, J. T., & Goldin, G. A. (2002). Children’s representation and structural development of the counting sequence 1 - 100. Journal of Mathematical Behaviour 21, 117-133. [Australia]

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

Thompson, R. (2016). Learning and development Mathematics: Part 6 - Full marks. Nursery World (27th June). [England]

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

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

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]

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. [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. (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. In Lawrence Earlbaum Associates. [The Netherlands]

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. [The Netherlands]

van Oers, B. (2024). The development of mathematical thinking in young children’s play: The role of communicative tools. In Teaching Mathematics as to be Meaningful–Foregrounding Play and Children’s Perspectives: Results from the POEM5 Conference, 2022 (pp. 1-12). Springer.  [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 / South Africa]

Way, J., & Ginns, P. (2024). Embodied Learning in Early Mathematics Education: Translating Research into Principles to Inform Teaching. Education Sciences 14(7) 696. [Australia]

Wilmot, D., & Schafer, J. (2015). Visual arts and the teaching of the mathematical concepts of shape and space In Grade R classrooms. South African Journal of Childhood Education, 5(1), 62-84. [South Africa]

Wood, E. A. (2022). Play and learning in early childhood education: Tensions and challenges. Child Studies, 1. 15-26. [England]

Zhang, W., Liang Li, L., & Disney, L. (2024). Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts, Early Years, 44(3-4). [Australia]

Yates, D. (2018). Making their mathematical mark. Early Years Educator, 20(5), 38-44. [England]