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.

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