Mathematics Bibliography

Asmussen, K., Law, J., Charlton, J., Acquah, D., Brims, L., Pote, I. & McBride, T. (2018). Key competencies in early cognitive development: things, people, numbers and words. London: Early Intervention Foundation.  https://www.eif.org.uk/report/key-competencies-in-early-cognitive-development-things-people-numbers-and-words

Bower, C. Zimmermann, L., Verdine, B., Toub, T. S., Islam, S., Foster, L., Evans, N., Odean, R., Cibischino, A. & Pritulsky, C. (2020). Piecing together the role of a spatial assembly intervention in preschoolers’ spatial and mathematics learning: Influences of gesture, spatial language, and socioeconomic status. Developmental Psychology, 56(4), 686.

Brownell, J.O.N., Chen, J.-Q., & Ginet, L. (2014). Big ideas of early mathematics: What teachers of young children need to know. New Jersey: Pearson. Burgoyne, K., et al. (2019). Pattern understanding is a predictor of early reading and arithmetic skills. Early Childhood Research Quarterly, 49, 69-80.

Carruthers, E., & Worthington, M. (2005) Making sense of mathematical graphics: The development of understanding abstract symbolism. European Early Childhood Education Research Journal, 13(1), 57-79.

Casey, B. M., N. Andrews, H. Schindler, J. E. Kersh, A. Samper, & Copley, J. (2008). The Development of Spatial Skills through Interventions Involving Block Building Activities. Cognition and Instruction. 26(3), 269–309. 

Clements, D.H. (1984) Training Effects on the Development and Generalization of Piagetian Logical Operations and Knowledge of Number Journal of Educational Psychology.76 (6), 766-776.

Clements, D.S. and Sarama, J. (2020). Learning and teaching early math: the learning trajectories approach 3rd edition. London: Routledge.

Dickson, L., Brown, M., & Gibson, O. (1984). Children learning mathematics. London: Cassell.

Education Endowment Foundation (2020) Improving mathematics in the early years and key stage one: guidance report. https://educationendowmentfoundation.org.uk/tools/guidance-reports/early-maths/

Elia, I., Mulligan, J., Anderson, A., Baccaglini-Frank, A., & Benz, C. (2018) Contemporary research and perspectives on early childhood mathematics education. Cham:  Springer.

Farran, E.K. & Atkinson, L. (2016). The development of spatial category representations from 4 to 7 years. British Journal of Developmental Psychology. 34, 555-568.

Fox, J. (2005) Child-initiated mathematical patterning in the pre-compulsory years. International Group for the Psychology of Mathematics Education, 2, 313-320.

Gifford, S. (2014) ‘A good foundation for number learning for five year olds:  an evaluation of the English Early Learning ‘Numbers’ Goal in the light of research’. Research in Mathematics Education 16 (3), 219-233.

Gifford, S. (2014) ‘A good foundation for number learning for five year olds:  an evaluation of the English Early Learning ‘Numbers’ Goal in the light of research’. Research in Mathematics Education 16 (3), 219-233.

Halbarda, J. & Feigenson, L. (2008). Developmental change in the acuity of the ‘Number Sense’. The approximate Number Systemin 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44(5), 1457.

Hannula, M. M. & Lehtinen, E. (2005) Spontaneous focusing on numerosity and mathematical skills of young children. Learning and Instruction, 15(3), 237-256.

Hawes, Z. & Ansari, D. (2020) What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic Bulletin & Review (2020) 27, 465–482.

Hawes, Z., Moss, J., Caswell, B., Naqvi, S. & MacKinnon, S. (2017). Enhancing children’s spatial skills through a dynamic spatial approach to early geometry instruction: effects of a 32 week intervention. Cognition and Instruction, 35 (3), 236-264.

Jansen, B.R.J., Hofman, A.D., Straatemeier, M., Bers, B.M.C.W., Raijmakers, M.E.J. & Maas, H.L.J. (2014) The role of pattern recognition in children’s exact enumeration of small numbers. British Journal of Developmental Psychology, 32(2), 178-194.

Johnson, N.C., Turrou, A.C., McMillan, B.G., Raygoza, M.C. & Franke, M.L (2019)“Can you help me count these pennies?” Surfacing preschoolers’ understandings of counting, Mathematical Thinking and Learning, 21(4), 237-264.

Levine, S.C., Ratliff, K.R., Huttenlocher, J. & Cannon, J. (2012) Early puzzle play: A predictor of preschoolers; spatial transformation skill Developmental Psychology, 48(2), 530-542, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3289766/

Miller, M.R., Rittle-Johnson, B., Loehr, A.M., Fyfe, E.R. (2016) The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge. Journal of Cognition and Development, 17(1), 85-104.

Moss, J., Bruce, C.D., Caswell, B., Flynn, T. & Hawes, Z. (2016). Taking shape: activities to develop geometric and spatial thinking. Pearson Canada Inc., pp. 13–16. Excerpt available at: https://www.kqed.org/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-childrenProject

Mulligan, J., Woolcott, G., Mitchelmore, M. & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30(1), 77-87.

Mulligan, J. T., Mitchelmore, M.C., English, L.D. & Crevensten, N. (2013) Reconceptualizing Early Mathematics Learning: The Fundamental Role of Pattern and Structure. Reconceptualizing Early Mathematics Learning. Dordrecht: Springer, 47-66.

Oudgenoeg-Paz,O., Leseman,P.P.M. & Volman,M.J.M. (2015). Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language. Developmental Psychology, 51(9), 1241–1253.

Paliwal, V. &  Baroody, A.J. (2018) How best to teach the cardinality principle? Early Childhood Research Quarterly, 44, 152-160.

Paliwal, V., & Baroody, A. J. (2020). Cardinality principle understanding: the role of focusing on the subitizing ability. ZDM, 52(4), 649-661.

Papic, M.M., Mulligan, J.T. & Mitchelmore, M.C.. (2011) Assessing the Development of Preschoolers’ Mathematical Patterning. Journal for Research in Mathematics Education, 42(3), 237-269.

Perry, B. & Dockett, S. (2002). Young children’s access to powerful mathematical ideas. Handbook of international research in mathematics education, 2, 81-112.

Pritulsky, C., Murano, C., Odean. R., Bower, C., Hirsh-Patek, K., & Golinkoff, R.M. (2020). Spatial thinking: Why it belongs in the preschool classroom. Translational Issues in Psychological Science, 6(3), 271–282. http://dx.doi.org/10.1037/tps0000254

Pruden, S.M.,  Levine, S.C. & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental  Science. Nov, 14(6),1417-1430. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/

Reikerås, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM, 52(4), 703-716. https://link.springer.com/article/10.1007/s11858-020-01141-1

Ribeiro, L.A., Casey, B., Dearing, E., Berg Nordahl, K., Aguiar, C. & Zachrisson, H. (2020). Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade, Journal of Cognition and Development, 21(2), 282-311.

Rittle-Johnson, B., Fyfe, E.R., Hofer, K.G., & Farran, D.C. (2016). Early Math Trajectories: Low-Income Children’s Mathematics Knowledge From Ages 4 to 11, Child Development, 88(5), 1727-1742.

Rittle –Johnson, B., Zippert, E.L., & Boice, K.L.  (2019). The roles of patterning and spatial skills in early mathematical development. Early Childhood Research Quarterly, 46, 166-178.

Rycroft Smith et al. (2020) Espresso 27 Jan  https://www.cambridgemaths.org/espresso/view/spatial-skills/

Sarnecka, B.W. & Wright, C.E. (2013), The idea of an exact number: Children’s understanding of cardinality and equinumerosity. Cognitive Science, 37,  1493-1506.

Schmitt, S.A., Korucu, I., Napoli, A.R., Bryant, L.M. & Purpura, D.J. (2018) Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial. Early Childhood Research Quarterly, 44, 181-191.

Threlfall, J. (1999). Repeating pattern in the early primary years. In A. Orton (Ed.) Pattern in the teaching and learning of mathematics (pp. 18-30). Cassell: London.