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Welcome to the international Children’s Mathematics Research Network

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Selected GRAPHICACY readings

 Aldrich, F., & Sheppard, L. (2000). Graphicacy: The  fourth 'R'? Primary Science Review, 64, 8-11. [England]

 

 Anning, A. (2003). Pathways to the graphicacy club: The crossroads

 of home and preschool. Journal of Early Childhood Literacy, 3(1). 5-

 35. [England]

 

Anning, A. (2004). The role of drawing in young children's journeys towards literacy. Education 3-13, 32(2), 32-38. [England]

 

Athey, C. (2007). Extending thought in young children, (2nd ed.). Routledge. [England]

 

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

 

Bruce, T. (no date). A Froebelian approach. Empowering learning: Play, symbols and creativity. The Froebel Trust. [England]

 

Clay, M. M. (1975). What did I write? Beginning writing behaviour. Portsmouth, NH, USA. Heinemann Educational. [New Zealand]

 

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

 

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]

 

Cox, S. (2005). Intention and meaning in young children's drawing. Jade 24(2), 115-125. [England]

 

de Lange, J. (2003). Mathematics for literacy. In B.L. Madison, & L.A. Steen (Eds.), Quantitative literacy. Why numeracy matters for schools and colleges (pp. 75−89). Princeton, NJ: The National Council on Education and the Disciplines. [The Netherlands]

 

Dellalonga, S. (2024). Scribbling and early literacy connections: How do early childhood teachers perceive scribbles? [DoctoralDissertation]. St John’s University, New York. [USA]

 

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

 

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

 

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

 

Kampeza, M., & Delserieys Pedregosa, A. (2024). Symbolic representation of young children in science: Insights into preschoolers' drawings of change of state matter. Education Sciences 14, 1089. [Greece]

 

Kirkham, J., Stewart, A., & Kidd, E. (2013). Concurrent and longitudinal relationships between development in graphic, language and symbolic play domains from the fourth to the fifth year. Infant and Child Development, 22: 297–319. [England]

 

Kress, G. (1997). Before writing: Rethinking the paths to literacy. Routledge. [England]

 

Lancaster, L. (2003). Moving into literacy: How it all begins. In N. Hall, J. Larson & J. Marsh, (Eds.). Handbook of early childhood literacy (pp. 145-153). Sage. [England]

 

Lancaster, L. (2005). The emergence of symbolic principles: The distributions of mind in early sign making. Biosemiotics, 7(1), 19-47. [England]

 

Lancaster, L. (2007). Representing the ways of the world: How children under three start to use syntax in graphic signs. Journal of Early Childhood Literacy, 7(2), 123-154. [England]

 

Lancaster, L. (2014) The emergence of symbolic principles: The distribution of mind in early sign making. Biosemiotics, 7, 29-47. [England]

 

Machón, A. (2013). Children's drawings: The genesis and nature of graphic representation. Fíbula. [Spain]

 

Maslen, M., & Southern, J. (2011). Drawing Projects: An exploration of the language of drawing. Black Dog Publishing. [England]

 

Matthews, J. (1999). The art childhood and adolescence. Falmer Press. [Singapore]

 

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

 

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

 

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. [Switzerland]

 

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 [Switzerland]

 

Pahl, K. (1999). Transformations: Children’s meaning making in a nursery. Trentham. [England]

 

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

 

Sagasti Escalona, M. (2019). Graphicacy: Another way of thinking and Communicating. [Spain]

 

Sagasti Escalona, M. (2020). Graphicacy: represent, record and communicate mathematical facts from an early age to avoid mathematical anxiety. Numeros, 105, (1-15). [Spain]

 

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 Number, 15(1), 25-44. [The Netherlands]

 

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

 

Tolchinsky, L. (2003). The cradle of future 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]

 

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, 13(1), 53-72. [The Netherlands]

 

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.  [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]

 

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 Institute. [The Netherlands]

 

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

 

Worthington, M. (2009). Fish in the water of culture: Signs and symbols in young children's drawing. Psychology of Education Review, 33(1), 37-46.  [England]

 

Worthington, M. (2021). The emergence and development of young children’s personal mathematical inscriptions: The evolution of graphical signs explored through children’s spontaneous pretend play. [Doctoral Dissertation]. Vrije Universiteit, Amsterdam. [England]

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