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Welcome to the international Children's Mathematics Network

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Selected GRAPHICACY readings

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

 

Anning, A. (2003). Pathways to the graphicacy club: The crossroads of home and preschool. Journal of Early Childhood Literacy, 3(1). 5-35.

 

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

 

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

 

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

 

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

 

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.

 

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

 

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

 

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

 

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

 

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

 

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.

 

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

 

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.

 

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

 

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

 

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

 

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

 

Munn, P. (1997). Writing and number. In I. Thompson (ed.). Teaching and learning early number. Open University Press. 

 

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 

 

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

 

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

 

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

 

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

 

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.

 

Tolchinsky, L. (2003). The cradle of future 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, 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 (ends.). Symbolizing and communicating in mathematics classrooms. Lawrence Erlbaum.

 

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. 

 

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.

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