Recent Publications

Voutsina, C., & Stott, D. (2025). Young children’s notations for representing ordinal position and quantity: a longitudinal study of cross-task and within-task qualitative variations. Educational Studies in Mathematics, 120, 317–340.

https://doi.org/10.1007/s10649-025-10422-z

 

Voutsina, C., George, L., & Flack, S. (2025). Opportunities for learning in parent-child discussions about written numbers in everyday life. In M. Bosch, G. Bolondi, S. Carreira, C. Spagnolo, & M. Gaidoschik (Eds.). (2025). Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) (pp. 1-8). Free University of Bozen-Bolzano and ERME.

hal-05236104v1

 

Voutsina, C., & Stott, D. (2023). Analysing children’s awareness of the cultural rules of numerals in the world around them. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, E. Herendiné-Kónya. Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), 5180 p., Alfréd Rényi Institute of Mathematics and ERME, 2023, 978-963-7031-04-5.

hal-04422841v1

 

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). Preschool children’s notations for denoting ordinal position and quantity. In C. Fernández, S., Llinares, A. Gutiérrez, & N. Planas (eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Volume 4. p. 310.

https://web.ua.es/en/pme45/

 

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.

https://doi.org/10.1007/s10649-019-09883-w