Ann Anderson

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