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European Early Childhood Education Research Journal Volume 4, 1996 - Issue 1
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Original Articles

Are you sure? Stimulating mathematical thinking during young children's play

Bert van Oers Free University Amsterdam, The Netherlands
Pages 71-87 | Published online: 15 Jun 2007

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Maria Pacheco Figueiredo, Helena Gomes & Cátia Rodrigues. (2018) Mathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugal. European Early Childhood Education Research Journal 26:4, pages 535-546.
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Camilla Björklund, Maria Magnusson & Hanna Palmér. (2018) Teachers’ involvement in children’s mathematizing – beyond dichotomization between play and teaching. European Early Childhood Education Research Journal 26:4, pages 469-480.
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Maria Magnusson & Niklas Pramling. (2018) In ‘Numberland’: play-based pedagogy in response to imaginative numeracy. International Journal of Early Years Education 26:1, pages 24-41.
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Bert van Oers. (2013) Is it play? Towards a reconceptualisation of role play from an activity theory perspective. European Early Childhood Education Research Journal 21:2, pages 185-198.
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Maria Angela Shiakalli & Konstantinos Zacharos. (2012) The contribution of external representations in pre-school mathematical problem solving. International Journal of Early Years Education 20:4, pages 315-331.
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Konstantinos Zacharos, Konstantinos Antonopoulos & Konstantinos Ravanis. (2011) Activities in mathematics education and teaching interactions. The construction of the measurement of capacity in pre-schoolers. European Early Childhood Education Research Journal 19:4, pages 451-468.
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Tom Lowrie. (2011) “If this was real”: tensions between using genuine artefacts and collaborative learning in mathematics tasks. Research in Mathematics Education 13:1, pages 1-16.
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Mequè Edo, Núria Planas & Edelmira Badillo. (2009) Mathematical learning in a context of play. European Early Childhood Education Research Journal 17:3, pages 325-341.
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Mariëlle Poland, Bert van Oers & Jan Terwel. (2009) Schematising activities in early childhood education. Educational Research and Evaluation 15:3, pages 305-321.
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Bert van Oers. (2007) Helping young children to become literate: the relevance of narrative competence for developmental education. European Early Childhood Education Research Journal 15:3, pages 299-312.
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Mariëlle Poland & Bert van Oers. (2007) Effects of schematising on mathematical development. European Early Childhood Education Research Journal 15:2, pages 269-293.
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EeljeF. Dijk, Bert van Oers & Jan Terwel. (2004) Schematising in early childhood mathematics education: Why, when and how?. European Early Childhood Education Research Journal 12:1, pages 71-83.
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Bert van Oers. (2003) Learning resources in the context of play. Promoting effective learning in early childhood. European Early Childhood Education Research Journal 11:1, pages 7-26.
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Bert van Oers. (2002) Teachers' epistemology and the monitoring of mathematical thinking in early years classrooms. European Early Childhood Education Research Journal 10:2, pages 19-30.
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Bert van Oers. (1998) The Fallacy of Decontextualization. Mind, Culture, and Activity 5:2, pages 135-142.
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Bert van Oers. (1997) On the Narrative Nature of Young Children's Iconic Representations: Some evidence and implications. International Journal of Early Years Education 5:3, pages 237-245.
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Articles from other publishers (32)

Beate Nergård. (2021) Preschool children’s mathematical arguments in play-based activities. Mathematics Education Research Journal 35:S1, pages 193-216.
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Amber Simpson & Monika Fridrich. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 164 176 .
Leanne Oudes-Slob, Marjolein Dobber, Chiel van der Veen & Bert van Oers. (2022) Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach. Learning, Culture and Social Interaction 32, pages 100596.
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Tuğba ÖÇAL & Medera HALMATOV. (2021) Children’s Mathematics Integrated Play Experiences During Play Times. Acta Didactica Napocensia 14:2, pages 99-109.
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Ireneusz Cichy, Magdalena Kaczmarczyk, Sara Wawrzyniak, Agnieszka Kruszwicka, Tomasz Przybyla, Michal Klichowski & Andrzej Rokita. (2020) Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students. Frontiers in Psychology 11.
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Vigdis Flottorp. 2020. Mathematics Education in the Early Years. Mathematics Education in the Early Years 333 349 .
Hanna Palmér & Camilla Björklund. 2020. Mathematics Education in the Early Years. Mathematics Education in the Early Years 249 262 .
Esther Brunner. (2019) Förderung mathematischen Argumentierens im Kindergarten: Erste Erkenntnisse aus einer PilotstudieFostering Mathematical Reasoning in Early Mathematics Education in Kindergarten: First Results of a Pilot Study. Journal für Mathematik-Didaktik 40:2, pages 323-356.
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Jennifer A. Vadeboncoeur & Artin Göncü. 2018. The Cambridge Handbook of Play. The Cambridge Handbook of Play 258 278 .
Bea Pompert & Marjolein Dobber. 2018. International Handbook of Early Childhood Education. International Handbook of Early Childhood Education 1113 1137 .
Susanne Garvis & Eva Nislev. 2017. Engaging Families as Children's First Mathematics Educators. Engaging Families as Children's First Mathematics Educators 33 46 .
Joanne Lee & Donna Kotsopoulos. 2016. Early Childhood Mathematics Skill Development in the Home Environment. Early Childhood Mathematics Skill Development in the Home Environment 147 164 .
Lovisa Sumpter. 2016. Mathematics Education in the Early Years. Mathematics Education in the Early Years 157 169 .
Donna Kotsopoulos, Samantha Makosz, Joanna Zambrzycka & Katharine McCarthy. (2015) The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten. Early Childhood Education Journal 43:6, pages 531-539.
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Lovisa Sumpter & Maria Hedefalk. (2015) Preschool children's collective mathematical reasoning during free outdoor play. The Journal of Mathematical Behavior 39, pages 1-10.
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Elizabeth Carruthers. 2015. Mathematics and Transition to School. Mathematics and Transition to School 313 330 .
Berrin Akman & Sinem Güçhan Özgül. 2015. Research in Early Childhood Science Education. Research in Early Childhood Science Education 237 258 .
Christiane Benz, Andrea Peter-Koop & Meike GrüßingChristiane Benz, Andrea Peter-Koop & Meike Grüßing. 2015. Frühe mathematische Bildung. Frühe mathematische Bildung 29 72 .
Bert van Oers. 2014. Early Mathematics Learning. Early Mathematics Learning 111 123 .
Bert van Oers. (2013) Challenges in the innovation of mathematics education for young children. Educational Studies in Mathematics 84:2, pages 267-272.
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Bert van Oers. 2013. Reconceptualizing Early Mathematics Learning. Reconceptualizing Early Mathematics Learning 183 203 .
Joanne Lee, Donna Kotsopoulos & Caryl-Anne Stordy. (2011) Mathematically-Relevant Input During Play of a Caregiver With a Visual Impairment and Her Toddler. International Journal of Early Childhood 44:1, pages 71-90.
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Bert van Oers & Mariëlle Poland. 2012. Developmental Education for Young Children. Developmental Education for Young Children 121 136 .
Niko Fijma. 2012. Developmental Education for Young Children. Developmental Education for Young Children 253 269 .
Bert van Oers. (2009) Emergent mathematical thinking in the context of play. Educational Studies in Mathematics 74:1, pages 23-37.
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Iram Siraj-Blatchford. (2009) Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology 26:2, pages 77-89.
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Niklas Pramling & Ingrid Pramling Samuelsson. (2008) Identifying and solving problems: Making sense of basic mathematics through storytelling in the preschool class. International Journal of Early Childhood 40:1, pages 65-79.
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Bert Van Oers. 2009. The Transformation of Learning. The Transformation of Learning 370 379 .
Bert van Oers & Mariëlle Poland. (2007) Schematising activities as a means for encouraging young children to think abstractly. Mathematics Education Research Journal 19:2, pages 10-22.
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Bert van Oers. 2004. Frühpädagogik international. Frühpädagogik international 313 328 .
Bert van Oers. 2002. Learning Discourse. Learning Discourse 59 85 .
Bert Van Oers. (1998) From context to contextualizing. Learning and Instruction 8:6, pages 473-488.
Crossref

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