ADDITIONAL INFORMATION RESOURCES
Atweh, B., Bose, A. Graven, M. Venkat, H. (2014). Teaching numeracy in pre-school and early grades in low-income countries. Bonn: Deutsche Gesellschaft für Internationale Zusammenarbeit. http://www.giz.de/expertise/downloads/giz2014-en-studie-teaching-numeracy-preschool-early-grades-numeracy.pdf
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. Executive summary available at
National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics learning study committee, center for education, division of behavioral and social sciences, and education. Washington, DC: National Academies Press.
YouCubed at Stanford University
Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29 (1), 41–62
Boaler, J. (2006). “Opening Our Ideas”: How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45 (1), 40–46.
Clements, M., Bishop, A., Keitel, C., Kilpatrick, J. & Leung, F. (Eds.) Third international handbook of mathematics education. Dordrecht: Springer.
Dunphy, E. (2006). The development of young children’s number sense through participation in sociocultural activity: Profiles of two children. European Early Childhood Education Research Journal, 14 (1), 57 – 76.
Education Committee of the EMS (2011). Solid findings in mathematics education. EMS Newsletter, 81, 46-48.
Education Committee of the EMS (2012). It is necessary that teachers are mathematically proficient, but is it sufficient? Solid findings in mathematics education on teacher knowledge. EMS Newsletter, 83, 46-50.
Education Committee of the EMS (2013). Sociomathematical norms: In search of the normative aspects of mathematical discussions. EMS Newsletter, 88, 59-61.
Hoyles, C. (2014). Solid findings in mathematics education: The influence of the use of digital technology on the teaching and learning of mathematics in schools. EMS Newsletter, 91, 49-51.
Lipka, J., Hogan, M. P., Webster, J. P., Yanez, E., Adams, B., Clark, S., & Lacy, D. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36, 367–385.
Sinclair, N. & Bruce, C. (2014). Spatial reasoning for young learners. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 1; pp. 173-203). Vancouver, Canada: PME.
Moyer, P. (2001) Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47, 175-197.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education
Northern Territory Department of Education and Training (2010). Numeracy literature review for evidence based practices framework. Northern Territory Department of Education and Training.
Setati, M., & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43(3), 243-269.
Törner, G. (2013). Solid findings in mathematics education: Living with beliefs and orientations – underestimated, nevertheless omnipresent, factors for mathematics teaching and learning. EMS Newsletter, 87, 42-44.