Blog by Sue Gifford on the importance of shape and space
Article by Helen Williams on shape and space and the Characteristics of Effective Teaching and Learning
The early years’ section of the NRich site is a good go-to for articles and ideas
Sue is interviewed by Viv Lloyd of NCETM here
Sue refers to Erikson Early Maths in her talk
and to the Number Talk images website
Butterworth, B., Sashank, V. & Laurillard, D
(2011). Dyscalculia: from brain to education, Science, 332, 1049-1053.
Cheng, Y. & Mix, K.S
(2014) Spatial training improves children’s mathematics ability. Journal of Cognition and Development 15(1) 2-11.
Chu, F.W., Van Marle, K. & Geary, D.C
(2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205-212.
Clements . D.H. & Sarama, J
(2009). Learning and teaching early math: the learning trajectories approach. Abingdon: Routledge
(2015) Developing Number Through Tidying Up
DEANS for impact
(2018) The science of early learning
Education Endowment Foundation (2020)
Improving mathematics in the early years and key stage 1: guidance report
Early Intervention Foundation
(2018) Key competencies in early cognitive development: Things, people, numbers and words. Public
(2020) Moving On to Key Stage 1: Improving transition into primary school. Maidenhead: Open University Press
Gersten, R., Jordan, N. C., & Flojo, J.R
(2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293–304.
Giles, O.T., Shire, K.A., Hill, J.B., Mushtaq, F., Waterman, A., Holt, R.J., Culmer, P.R., Williams, J.H.G., Wilkie, R.M., & Mon-Williams, M
(2018) Hitting the target: mathematical attainment in children is related to interceptive-timing ability. Psychological Science.29(8) 1334–1345.
Griffiths, R., Back, J. & Gifford, S
(2016) Making numbers: using manipulatives to teach arithmetic. Oxford University Press
Gunderson, E.A., Ramirez, G., Beilock, S.L. & Levine, S.C
(2012) the relation between spatial skill and early number knowledge: the role of the linear number line Developmental Psychology 8(5) 1229-1241
(1992) Exploring blockplay: The Froebel blockplay project. London: Paul Chapman.
Hawes, Z., and Ansari, D
(2020). What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic Bulletin & Review 27: 465–482 https://www.researchgate.net/publication/338720447_What_explains_the_relationship_between_spatial_and_mathematical_skills_A_review_of_evidence_from_brain_and_behavior
Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D
(2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience & Education, 4, 60–68. doi:10.1016/ j.tine. 2015.05.001
Laski,E.V. & Siegler, R.S
(2014) Learning from number board games: you learn what you encode Developmental Psychology 50 (3) 853-864
Lauer, J.E. & Lourenco, S.F
(2016) Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood Psychological Science 27(10) 1291 –1298 doi: 10.1177/0956797616655977
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,
Papic, M., Mulligan, J. & Mitchelmore, M
(2011) Assessing the development of preschoolers’ mathematical patterning Journal for Research in Mathematics Education 42(3)237-268)
Pruden, S.M., Levine, S.C. & Huttenlocher, J
(2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6),1417-1430
Vanbinst, K., Ansari, D., Ghesquiere, P. et al
(2016). Symbolic numerical magnitude processing is as important to arithmetic as phonological awareness is to reading. Plos One, 11, No. e0151045.
Verdine, B.N., Golinkoff,R.M., Hirsh-Pasek, K, & Newcombe, N.S
(2017) “Links Between Spatial andMathematical Skills Across the Preschool Years” Monographs of the Society for Research in Child Development http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.1/issuetoc
Xenidou-Dervou, I., Molenaar, D., Ansari, D. et al
(2017). Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement. Learning and Instruction, 50, 1-13.
Young, C.J., Levine, S.C. & Mix, K.S
(2018). The Connection Between Spatial and Mathematical Ability Across Development. Frontiers in Psychology, 04 June