Ann Anderson

Scarfe 2214
6048225298

Title

Professor

Mathematics in context
Multiple literacies in the early years (2–6 years)
Parents and mathematics learning
Mathematics Education

Selected Publications

Anderson, A. (in press) Review of “Young children learn measurement and geometry (Freudenthal Institute)”, Teaching Children Mathematics.

Moffatt, L., Anderson, A., Anderson, J., & Shapiro, J. (In Press) Gender and mathematics at play: Parents’ constructions of their pre-schoolers’ mathematical capabilities, Focus on Learning problems in Mathematics.

Lynch, J., Anderson, J., Anderson, A. , & Shapiro, J. (In press) Parent-child storybook interactions: A focus on print?, Canadian Journal of Education.

Anderson, A., Anderson, J. & Thauberger, C. (2008) Mathematics learning and teaching in the early years. In O. Saracho & B. Spodek (Eds.), (pp. 95-132) Contemporary perspectives in early childhood mathematics. Charlotte, NC: Information Age Publishing.

Briseno, A., Anderson, D. & Anderson, A., (2007). Adult learning experience from an aquarium visit. The role of social interaction in family groups. Curator, 50(3), 299-318.

Briseno, A., Anderson, D. & Anderson, A., (2007). Entry and emergent agendas of adults visiting an aquarium in family groups. Visitor Studies, 10(1), 71-87.

Anderson, A. & Pitre, S. (2006). Working Group 2c: Mathematics through the eyes of a child. Proceedings of the Canadian Mathematics Society Forum, May 2005. http://www.cms.math.ca/events/cmef2005/groups#2c

Anderson, A., Speiser, R., Aubrey, C., Horne, M., & Stedoy, I. (2006). DG17: Current Problems and challenges in pre-school mathematics education. Proceedings of the Tenth International Congress on Mathematical Education, Copenhagen, Denmark.

Anderson, A., Theis, L., & Dawson, R. (2006). Working Group B: Learning Mathematics in the early years (Pre-K-3). In P. Liljedahl (Ed.), Canadian Mathematics Education Study Group: Proceedings 2005 Annual Meeting. (pp. 27-35) Vancouver, BC: Simon Fraser University.

Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents’ beliefs about young children’s literacy development and parents’ literacy behaviours. Reading Psychology, 27, 1-20.

Anderson, A., Anderson, J., & Shapiro, J. (2005). Supporting multiliteracies: Parents’ and children’s talk within shared storybook reading. Mathematics Education Research Journal, 16, 5-26.

Anderson, A. (Section Editor, 2004). Measurement. In J. Copley (2004). Showcasing mathematics for the young child: Activities for three-, four-, and five-year-olds. Reston, VA: National Council of Teachers of Mathematics.

Anderson, A., Anderson, J., & Shapiro, J. (2004). Mathematical discourse in storybook reading. Journal for Research in Mathematics Education, 35, 5-33.

Anderson, J., Anderson, A., Lynch, J., Shapiro, J. (2004). Examining the effects of gender and genre on interactions in shared book reading. Reading Research and Instruction, 43, 1-20.

Anderson, A. (2004). Snaking numerals. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 35-37). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). Food fractions: Can you cut it? In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 42-45). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). Patterns with pairs. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 100-102). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). The Big Picture. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 111-112). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). What is taller? In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 121-123). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). The last word. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 129). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). Toys of all sorts. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 136-138). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (2004). Polling the crowd. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four-, and five-year-olds, (pp. 147-149). Reston, VA: National Council of Teachers of Mathematics.

Copley, J. Thompson, C., Casey, B., Anderson, A. & Locher, N. (2004). Introduction. In J. Copley (Ed.), Showcasing mathematics for the young child: activities for three-, four- and five-year-olds, (pp. 1-11). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. & Sheffield, L. (2004). Mathematics education in pre- and primary school. In H. Fujita, Y. Hashimoto, B. Hodgson, P. Lee, S. Lerman & T. Sawada (Eds.), Proceedings of the Ninth International Congress on Mathematical Education, (pp. 220-225). Norwell, MA: Kluwer Academic Publishers.

Anderson, J., Anderson, A., Lynch, J., Shapiro, J. (2003). Storybook reading in a multicultural society: Critical perspectives. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading to children: Parents and Teachers (pp. 203-230). Mahwah, NJ: Erlbaum.

Shapiro, J., Anderson, J., Anderson, A. (2002). Storybook reading: What we know and what we should consider. In O. Saracho & B. Spodek (Eds.), Contempory perspectives in early literacy (pp. 77-97). Greenwich, CT: Information Age Publishing.

Anderson, J., Anderson, A., Shapiro, J., & Lynch, J. (2001). Fathers’ and mothers’ book selection preferences for their four-year-old children. Reading Horizons, 41, 189-210.

Anderson, A. (2001). Review of Verschaffel, Greer, & De Corte (Eds.): Making Sense of word problems, Teaching Children Mathematics, 7, 489,491.

Anderson, A. (2000). Review of Thompson (Ed.): Issues in teaching numeracy in primary schools, International Reviews on Mathematical Education (ZDM), 3.

Jenner, D., & Anderson, A. (2000). Experiencing mathematics through literature: The story of Neil. Teaching Children Mathematics, 6, 544-547.

Anderson, A. & Poirier, L. (1999). Working Group C: Elementary Mathematics. In J. Grant McLoughlin (Ed.), Canadian Mathematics Education Study Group: Proceedings 1999 Annual Meeting, (pp. 91-95). St. John’s, NL: Memorial University of Newfoundland.

Anderson, A. (1998). Parents as partners: Supporting children’s mathematics learning prior to school. Teaching Children Mathematics, 4, 331-337.

Towers, J., & Anderson, A. (1998). “The wall that stops the outside coming in”: Exploring infinity and other “difficult” concepts with a preschooler. Early Child Development and Care, 145, 17-29.

Anderson, A. (1997). Families and mathematics: A study of parent-child interactions. Journal for Research in Mathematics Education, 28, 484-511.

Anderson, A. (1997). Using paper to learn about geometry. Ontario Mathematics Gazette (Abacus), 36, 17-20.

Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in parental storybook reading. Early Child Development and Care, 127-128, 47-59.

Anderson, A., & Cruikshank, M. (1996). Angels and Stars: Creating contexts for learning mathematics. Vector, 37, 19-24.

Anderson, A. (1995). Effects of the implicit or explicit use of 1 on students’ responses when multiplying monomials (axn)(bxm) where n or m =1. Focus on Learning Problems in Mathematics, 17, 34-48.

Anderson, A. (1995). Creative use of worksheets: Lessons my daughter taught me. Teaching Children Mathematics, 2, 72-79.

Anderson, A., & Anderson, J. (1995). Learning mathematics through children’s literature: A case study. Canadian Journal of Research in Early Childhood Education, 4, 1-9.

Lawry, J., Upitis, R., Klawe, M., Anderson, A., Inkpen, K., Ndunda, M., Hsu, D., Leroux, S., & Sedighian, K. (1995). Exploring common conceptions about boys and electronic games. Journal of Computers in Mathematics and Science Teaching, 14, 439-459.

Anderson, A. (1994). Mathematics in context: Measurement, packaging and caring for our environment. School Science and Mathematics, 94, 146-150.

Inkpen, K., Upitis, R., Klawe, M., Lawry, J., Anderson, A., Ndunda, M., Sedighian, K., Leroux, S., & Hsu, D. (1994). “We have never forgetful flowers in our garden”: Girls responses to electronic games. Journal of Computers in Mathematics and Science Teaching, 13, 383-403.

Anderson, A. (1993). Assessment: A means to empower children? In N. Webb, & A.Coxford (Eds.), Assessment in the Mathematics Classroom, 1993 Yearbook (pp. 103-110). Reston, VA: National Council of Teachers of Mathematics.

Anderson, A. (1993). A means to an end. Mathematics Teaching, March, 34-37.

Anderson, A. (1993). Wondering: one child’s questions and mathematics learning. Canadian Children, 18, 26-30.

Phillips, E., & Anderson, A. (1993). Developing mathematical power: a case study. Early Child Development and Care, 96, 135-146.

Anderson, A. (1991). Learning mathematics at home: A case study. Canadian Children, 16, 47-58.

Courses Taught

Winter 07/08 Term 1

  • MAED 547 Mathematics Teaching in Elementary School

Winter 08/09 Term 2

  • MAED 545 Foundations of Mathematics Education
  • MAED 320 Curriculum and Instruction in Mathematics: Elementary