The following publications include children's    

own examples of their Mathematical Graphics

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]

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

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]

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]

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

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] 

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]

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]

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]

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]

Note: most of Maulfry's publications include children's visual examples