Recent Publications
Stott, D., & Voutsina, C. (2023). Using a lens of awareness in phenomenographic research: an example from early mathematics education research. International Journal of Research & Method in Education.
https://doi.org/10.1080/1743727X.2023.2290191
Voutsina, C. & Stott, D. (2023). Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation. Educational Studies in Mathematics
https://doi.org/10.1007/s10649-023-10232-1
Voutsina, C. and Stott, D. (2023). Analysing children’s awareness of the cultural rules of numerals in the world around them. Paper accepted for presentation at the 13th Congress of the European Society for Research in Mathematics Education (CERME 13). 10-14th July 2023, Budapest, Hungary (Proceedings under preparation)
Click here to view the conference poster
Voutsina, C. & Stott, D. (2022). A phenomenographic study on preschool children’s interpretations of the uses of written numerals in everyday life. Conference of the British Society for Research into Learning Mathematics, Nottingham, United Kingdom. 10 – 11 Jun 2022.
https://eprints.soton.ac.uk/467730/
Voutsina, C. & Stott, D. (2022). Preschool children’s notations for denoting ordinal position and quantity. In, Fernández, C., Llinares, S., Gutiérrez, A. and Planas, N. (eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education. (Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 4) p. 310.
https://eprints.soton.ac.uk/467731/
Voutsina, C., George, L. & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics, 102, 47-74.
