References
- Bennett, John. 2005. “Curriculum Issues in National Policy-making.” European Early Childhood Education Research Journal 13 (2): 5–23. doi:10.1080/13502930585209641.
- Björklund, Camilla. 2007. “Hållpunkter för lärande. Småbarns möten med matematik [Critical Conditions of Learning – Toddlers Encountering Mathematics].” PhD diss., Åbo Akademi University.
- Björklund, Camilla. 2014. Learning about the Notion ‘Half’: Critical Aspects and Pedagogical Strategies in Preschool.
- Björklund, Camilla, and Ingrid Pramling Samuelsson. 2013. “Challenges of Teaching Mathematics within the Frame of a Story: A Case Study.” Early Child Development and Care 183 (9): 1339–1354. http://dx.doi.org/10.1080/03004430.2012.728593.
- Bowden, John, and Ference Marton. 1998. The University of Learning. Beyond Quality and Competence. London: Kogan Page.
- Burton, Leone. 2002. “Children's Mathematical Narratives as Learning Stories.” European Early Childhood Education Research Journal 10 (2): 5–18. doi:10.1080/13502930285208921.
- Clements, Douglas, and Julie Sarama. 2008. “Experimental Evaluation of the Effects of a Research-based Preschool Mathematics Curriculum.” American Educational Research Journal 45 (2): 443–494. doi:10.3102/0002831207312908.
- Cross, Christopher, Taniesha Woods, and Heidi Schweingruber. 2009. Mathematics Learning in Early Childhood. Paths towards Excellence and Equity. Washington, DC: National Academies Press.
- Doverborg, Elisabet, and Ingrid Pramling Samuelsson. 2011. “Early Mathematics in the Preschool Context.” In Educational Encounters: Nordic Studies in Early Childhood Didactics, edited by Niklas Pramling and Ingrid Pramling Samuelsson, 37–64. New York: Springer.
- Doverborg, Elisabet, Niklas Pramling, and Ingrid Pramling Samuelsson. 2013. Att undervisa barn i förskolan [Teaching Children in Preschool]. Stockholm: Liber.
- Dowker, Ann. 2005. Individual Differences in Arithmetic. Implications for Psychology, Neuroscience and Education. New York: Psychology Press.
- Gelman, Rochel, and C. R. Gallistel. 1978. The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
- Hannula, Minna. 2005. “Spontaneous Focusing on Numerosity in the Development of Early Mathematical Skills.” PhD diss., Turku University.
- Johansson, Eva, and Ingrid Pramling Samuelsson. 2007. ‘Att lära är nästan som att leka.’ Lek och lärande i förskola och skola [‘Learning Is Almost Like Playing.’ Play and Learning in Preschool and School]. Stockholm: Liber.
- Lipton, Jennifer, and Elizabeth Spelke. 2003. “Origins of Number Sense: Large-number Discrimination in Human Infants.” Psychological Science 14 (5): 396–401. doi:10.1111/1467-9280.01453.
- Marton, Ference. 1981. “Phenomenography – Describing Conceptions of the World Around us.” Instructional Science 10: 177–200. doi:10.1007/BF00132516.
- Marton, Ference. 2014. Necessary Conditions of Learning. New York: Routledge.
- Marton, Ference, and Amy Tsui, eds. 2004. Classroom Discourse and the Space of Learning. Mahwah, NJ: Lawrence Erlbaum.
- OECD. 2001. Starting Strong I. Paris: OECD.
- OECD. 2006. Starting Strong II. Paris: OECD.
- Piaget, Jean. 1952. The Child's Conception of Number. New York: W.W. Norton & Company.
- Piaget, Jean. 1977. Psychology and Epistemology. Towards a Theory of Knowledge. Harmondsworth: Penguin.
- Piaget, Jean, Bärbel Inhelder, and Alina Szeminska. 1960. The Child's Conception of Geometry. London: Routledge and Kegan Paul.
- Piaget, Jean, and Alina Szeminska. 2001. orig. 1977. “Abstraction, Differentiation, and Integration in the Use of Elementary Arithmetic Operations.” In Studies in Reflecting Abstraction, edited by Jean Piaget, 33–53. Hove: Psychology Press.
- Pramling Samuelsson, Ingrid, and Niklas Pramling. 2013. “Orchestrating and Studying Children's and Teachers’ Learning: Reflections on Developmental Research Approaches.” Education Inquiry 4 (3): 519–536.
- Sheridan, Sonja, Pia Williams, Anette Sandberg, and Tuula Vuorinen. 2011. “Preschool Teaching in Sweden – a Profession in Change.” Educational Research 53 (4): 415–437. doi:10.1080/00131881.2011.625153.
- Siegler, Robert, and Geetha Ramani. 2009. “Playing Linear Number Board Games – But Not Circular Ones – Improves Low-income Preschoolers’ Numerical Understanding.” Journal of Educational Psychology 101 (3): 545–60. doi:10.1037/a0014239.
- Swedish National Agency for Education. 2011. Curriculum for the Preschool Lpfö98. Revised 2010. www.skolverket.se.
- Swedish National Agency for Education. 2012. Barn och grupper i förskolan 15 oktober 2012 [Children and Groups in Preschool 15 October 2012]. www.skolverket.se.
- Swedish Research Council.2011. Good Research Practice. Report nr. 3:2011. Stockholm: Vetenskapsrådet.
- Vygotsky, Lev. 1987. The Collected Works of L. S. Vygotsky, Volume 1: Problems of General Psychology. Translated by Norris Minick and edited by Robert Rieber and Aaron Carton. New York: Plenum.
- Vygotsky, Lev. 1998. The Collected Works of L. S. Vygotsky, Volume 5: Child Psychology. Translated by Marie Hall and edited by Robert Rieber. New York: Plenum.
- Wynn, Karen. 1998. “Numerical Competence in Infants.” In The Development of Mathematical Skills, edited by Chris Donlan, 1–25. Hove: Psychology Press.