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Welcome to the international Children's Mathematics Network

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Selected PEDAGOGY readings

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.


Butcher, E., Turvey, H., & Williams, S. (2024). Possibility pedagogy, and ecological perspective. Early Education Journal 203, Summer 2024.


Cameron, C., & Moss, P. (2015) Transforming Early Childhood in England; Towards a Democratic Education. UCL Press.


Carruthers, E. (2012). Are the children thinking mathematically? The pedagogy of children’s mathematical graphics. In M. McAteer (Ed.), Improving primary mathematics teaching and learning (pp. 192-212). Open University Press.


Carruthers, E., & Butcher, E. (2013). Mathematics: Young children co-construct their mathematical enquiries. In P. Beckley (Ed.), Early years foundation stage (pp. 91-104). Open University Press. 


Carruthers, E., Coles A., & Rose J. (2020). Even bigger than this world: Young children thinking about numbers through their mathematical graphics. In O. Theil, E. Severina, & B. Perry (Eds.), Mathematics in early childhood research: Reflexive practice and innovative pedagogy (pp. 31-47). Routledge.


Clark, A. (2023). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Routledge.


Kay, L. (April, 2024). Kay, L. (April 2024). Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education. BERA Blog.


Manyukhina, Y. (2022) Children’s agency in the National Curriculum for England: a critical discourse analysis, Education 3-13, 50(4), 506-520.


Manyukhina, Y., & Wyse, D. (2019). Learner agency and the curriculum: a critical realist perspective. The Curriculum Journal30(3), 223–243. 


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


Roberts-Holmes, G., & Moss, P. (2021). Neoliberalism and early childhood education. Routledge.


Wood, E. (2019). Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted). Education 3-13, 47 (7). pp. 784-795.