EYFS References

Blog by Sue Gifford on the importance of shape and space
https://bsrlm.org.uk/the-case-for-space-in-the-early-years/ 

Article by Helen Williams on shape and space and the Characteristics of Effective Teaching and Learning
https://famly.co/blog/the-child/helen-williams-spatial-reasoning/ 

The early years’ section of the NRich site is a good go-to for articles and ideas
https://nrich.maths.org/early-years 

Sue is interviewed by Viv Lloyd of NCETM here
https://www.ncetm.org.uk/resources/52709 

Sue refers to Erikson Early Maths in her talk
https://earlymath.erikson.edu

and to the Number Talk images website
http://ntimages.weebly.com 

References

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

Davenall, J
(2015) Developing Number Through Tidying Up 
http://nrich.maths.org/11528

DEANS for impact
(2018) The science of early learning
https://deansforimpact.org/resources/the-science-of-early-learning/

Education Endowment Foundation (2020)
Improving mathematics in the early years and key stage 1: guidance report
https://educationendowmentfoundation.org.uk/tools/guidance-reports/early-maths/

Early Intervention Foundation
(2018) Key competencies in early cognitive development: Things, people, numbers and words. Public 

Health England
https://www.eif.org.uk/report/key-competencies-in-early-cognitive-development-things-people-numbers-and-words

Fisher, J
(2020) Moving On to Key Stage 1: Improving transition into primary school. Maidenhead: Open University Press
https://www.amazon.co.uk/Moving-Key-Stage-One-Transition/dp/0335248853/ref=pd_rhf_se_p_img_1?_encoding=UTF8&psc=1&refRID=1XB4HBKCWTGKXJJHKAEG

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. 

Telegraph report
https://www.telegraph.co.uk/news/2018

Griffiths, R., Back, J. & Gifford, S
(2016) Making numbers: using manipulatives to teach arithmetic. Oxford University Press
https://global.oup.com/education/content/primary/series/making-numbers/?region=uk 

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

Gura, P
(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
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/

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
https://doi.org/10.3389/fpsyg.2018.00755