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Others' published research relating to Children's Mathematical Graphics

Anantharajan, M. (2020). Teacher noticing of mathematical thinking in young children’s representations of countingJournal for Research in Mathematics Education, 51(3),268-300. 

 

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.

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

 

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

 

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.

 

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

 

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.

 

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

 

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. 

 

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.

 

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


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.


Howarth, I. (2018) Ways of showing mathematical thinking: using bansho with numbers picture and words. Linkedin.

 

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

 

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

 

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.

 

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. 

 

MacDonald, A. (2013). Using children’s representations to investigate meaning-making in mathematics. Australasian Journal of Early Childhood38(2), 65–73. 

 

Moffett, P. (2019). Bring calculations to life with meaningful contextsEarly Years Education (EYE). 20 (9), 18-20.

 

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

 

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

 

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

 

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.

 

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

 

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.

 

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.

 

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

 

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

 

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

 

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

 

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

 

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.

 

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

 

Unga, J. (2013). There's a crack in everything, that's how the light comes in. Mathematics and preschool children's experimentation and potentiality. Stockholm University, Sweden.

 

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

Mathematics, 74(1), 23-37. 

 

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.

 

van Oers, B. (2024). 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.

 

Vanegas, Y., Prat, M., & Eda, M. (2022). Representaciones matemáticas de niños y niñas de 5-6 años cuando resuelven un problema abierto: [Mathematical representations of 5 and 6-year-old children when solving an open-ended problem]. Alteridad 17(2)

 

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 

 

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

 

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