Terezinha Nunes is Emeritus Professor of Educational Studies. She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.
Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.
Research
Books
Nunes, T., Dorneles, B., Lin, P., & Rathgeb-Schnierer, E. (2016). Teaching and learning about whole numbers in primary school. Springer, Cham.
Nunes, T., & Bryant, P. (2014). Leitura e ortografia. Além dos primeiros passos (a revised edition adapted for Portuguese of Children’s reading and spelling. Beyond the first steps). Editora Penso.
Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes (pp. 1-202).
Book chapters
Nunes, T. (2016). Teaching literacy to English children: policy and practice. In V. Cook & D. Ryan (Eds.), The Routledge Handbook of the English Writing System. Routledge.
Nunes, T., & Bryant, P. (2015). The development of quantitative reasoning. In L. Liben & U. Müller (Eds.), Handbook of Child Psychology and Developmental Science, Theory and Method (pp. 715-764). John Wiley & Sons.
Nunes, T. (2015). What is involved in modeling the world with mathematics?. In A. Anderson, J. Anderson, J. Hare, & M. McTavish (Eds.), Language, Learning, and Culture in Early Childhood: Home, School, and Community Contexts (pp. 180-196). Routledge.
Bryant, P., & Nunes, T. (2012). The importance of reasoning and of knowing the number system when children begin to learn about mathematics. In Contemporary Debates in Childhood Education and Development (pp. 193-203).
Nunes, T., Barros Baertl, R., Evans, D., & Burman, D. (2012). A Game-Based Working Memory Intervention for Deaf Children. In S. De Wannemacker, S. Vandercruysse, & G. Clarebout (Eds.), Serious Games: The Challenge (pp. 31-39). Springer.
Nunes, T., & Bryant, P. (2011). Why we need to know about more than phonics to teach English literacy. In Applied Linguistics and Primary School Teaching (pp. 140-153).
Nunes, T., Burman, D., Evans, D., & Bell, D. (2010). Writing a language that you can’t hear. In N. Brunswick, S. McDougall, & P. Davies (Eds.), The role of orthographies in reading and spelling (pp. 109-128). Psychology Press/Taylor and Francis.
Nunes, T. (2010). Learning Outside of School. In International Encyclopedia of Education (pp. 457-463). Elsevier.
Bryant, P., & Nunes, T. (2009). Morphemes and Children’s Spelling. In The SAGE Handbook of Writing Development (pp. 329-348). SAGE Publications Ltd.
Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., Hallett, D., & Montgomery, L. (2008). Deaf Children’s Understanding of Inverse Relations. In Deaf Cognition: Foundations and Outcomes.
Nunes, T., Bryant, P., Pretzlik, U., Burman, D., Bell, D., & Gardner, S. (2006). An intervention program for classroom teaching about morphemes: Effects on the children’s vocabulary. In Improving Literacy by Teaching Morphemes (pp. 121-133).
Birgisdottir, F., Nunes, T., Pretzlik, U., Burman, D., Gardner, S., & Bell, D. (2006). An intervention program for teaching children about morphemes in the classroom: Effects on spelling. In Improving Literacy by Teaching Morphemes (pp. 104-120).
Bryant, P., & Nunes, T. (2006). Morphemes and literacy: A starting point. In Improving Literacy by Teaching Morphemes (pp. 3-34).
Nunes, T., Bryant, P., Pretzlik, U., Evans, D., Bell, D., & Olsson, J. (2006). What knowledge of morphemes do children and adults show in the way that they spell words?. In Improving Literacy by Teaching Morphemes (pp. 35-62).
Bryant, P., Nunes, T., Pretzlik, U., Bell, D., Evans, D., & Olsson, J. (2006). From the laboratory to the classroom. In Improving Literacy by Teaching Morphemes (pp. 65-103).
Nunes, T., & Bryant, P. (2006). Morphemes and literacy: Context and conclusions. In Improving Literacy by Teaching Morphemes (pp. 157-182).
Journal articles
Nunes, T., & Pittas, E. (2017). Does children’s dialect awareness support later reading and spelling in the standard language form?. Learning and Instruction.
Ching, B.-H., & Nunes, T. (2017). The importance of additive reasoning in children’s mathematical achievement: a longitudinal study. Journal of Educational Psychology, 109(4), 477-508.
Ching, B.-H., & Nunes, T. (2017). Children’s understanding of the commutativity and complement principles: A latent profile analysis. Learning and Instruction, 47, 65-79.
Nunes, T., Bryant, P., Gottardis, L., Terlektsi, M.-E., & Evans, D. (2015). Can we really teach problem solving in primary school?. Mathematics Teaching, 246, 44-48.
Nunes, T., Bryant, P., Evans, D., & Barros, R. (2015). Assessing Quantitative Reasoning in Young Children. Mathematical Thinking and Learning, 17(2-3), 178-196.
Ching, B.-H., & Nunes, T. (2015). Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 20(2), 172-190.
Bryant, P., Nunes, T., Evans, D., Gottardis, L., & Terlektsi, M.-E. (2014). Learning that randomness is fair but loaded dice are not. Mathematics Teaching, 242, 5-8.
Nunes, T., Bryant, P., Evans, D., Gottardis, L., & Terlektsi, M. (2014). The cognitive demands of understanding the sample space. ZDM - International Journal on Mathematics Education, 46(3), 437-448.
Bryant, P., Nunes, T., & Barros, R. (2014). The connection between children’s knowledge and use of grapho-phonic and morphemic units in written text and their learning at school. The British Journal of Educational Psychology, 84(Pt 2), 211-225.
Wong, M., & Nunes, T. (2014). Preschoolers Consider the Recipient’s Merit and the Role of Allocator When Distributing Resources. Australasian Journal of Early Childhood, 39(2), 109-117.
Nunes, T., Bryant, P., Campos, T., Silva, A., Canova, R., & Cervantes, P. (2014). Uso de Situações Quociente no Ensino de Frações. Jornal Internacional De Estudos Em Educação Matemática, 7, 102-128.
Pittas, E., & Nunes, T. (2014). The relation between morphological awareness and reading and spelling in Greek: A longitudinal study. Reading and Writing, 27(8), 1507-1527.
Watanabe, A., Nunes, T., & de Abreu, G. (2014). Japanese parents’ perception of disclosing the diagnosis of cancer to their children. Clinical Child Psychology and Psychiatry, 19(1), 125-138.
Pittas, E., & Nunes, T. (2014). Dialect awareness and literacy in a bidialectal setting. Hellenic Journal of Psychology, 11(1), 56-82.
Bryant, P., Nunes, T., & Barros, R. (2014). The connection between children’s knowledge and use of grapho-phonic and morphemic units in written text and their learning at school. British Journal of Educational Psychology, 84(2), 211-225.
Bryant, P., Nunes, T., Hillier, J., Gilroy, C., & Barros, R. (2013). THE IMPORTANCE OF BEING ABLE TO DEAL WITH VARIABLES IN LEARNING SCIENCE. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 13(Suppl 1), S145 - S163.
Nunes, T., Bryant, P., Evans, D., Bell, D., & Hallett, D. (2013). Promoting the comprehension of additive composition by deaf children. Cadernos CEDES, 33(91), 319-332.
Hallett, D., Nunes, T., Bryant, P., & Thorpe, C. (2012). Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience. Journal of Experimental Child Psychology, 113(4), 469-486.
Hallett, D., Nunes, T., Bryant, P., & Thorpe, C. (2012). Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience. Journal of Experimental Child Psychology, 113(4), 469-486.
Nunes, T., Bryant, P., & Barros, R. (2012). The development of word recognition and its significance for comprehension and fluency. Journal of Educational Psychology, 104(4), 959-973.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 82(1), 136-156.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. The British Journal of Educational Psychology, 82(Pt 1), 136-156.
Nunes, T., Bryant, P., Evans, D., Bell, D., & Barros, R. (2012). Teaching children how to include the inversion principle in their reasoning about quantitative relations. Educational Studies in Mathematics, 79(3), 371-388.
Nunes, T., Bryant, P., Evans, D., Bell, D., & Barros, R. (2012). Teaching children how to include the inversion principle in their reasoning about quantitative relations. Educational Studies in Mathematics, 79(3), 371-388.
Nunes, T., Bryant, P., & Barros, R. (2012). The Development of Word Recognition and Its Significance for Comprehension and Fluency. Journal of Educational Psychology, 104(4), 959-973.
Gottardis, L., Nunes, T., & Lunt, I. (2011). A Synthesis of Research on Deaf and Hearing Children’s Mathematical Achievement. Deafness & Education International, 13(3), 131-150.
Howe, C., Nunes, T., & Bryant, P. (2011). RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 9(2), 391-417.
Howe, C., Nunes, T., & Bryant, P. (2010). Intensive quantities: why they matter to developmental research. The British Journal of Developmental Psychology, 28(Pt 2), 307-329.
Nunes, T., Bryant, P., & Evans, D. (2010). Morphological knowledge and learning new words. Revista Portuguesa De Pedagogia & Psychologica, 67-74.
Howe, C., Nunes, T., & Bryant, P. (2010). RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE. International Journal of Science and Mathematics Education, 1-27.
Hallett, D., Nunes, T., & Bryant, P. (2010). Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions. Journal of Educational Psychology, 102(2), 395-406.
Nunes, T., Bryant, P., Hallett, D., Bell, D., & Evans, D. (2009). Teaching Children About the Inverse Relation Between Addition and Subtraction. Mathematical Thinking and Learning, 11(1-2), 61-78.
Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. (2009). Deaf children’s informal knowledge of multiplicative reasoning. Journal of Deaf Studies and Deaf Education, 14(2), 260-277.
Nunes, T., & Bryant, P. (2008). Rational numbers and intensive quantities: Challenges and insights to pupils’ Implicit knowledge. Anales De Psicologia, 24(2), 262-270.
Burman, D., Evans, D., Nunes, T., & Bell, D. (2008). Assessing deaf children’s writing in primary school: Grammar and story development. Deafness and Education International, 10(2), 93-110.
Nunes, T., & Bryant, P. (2008). Rational Numbers and Intensive Quantities: Challenges and Insights to Pupils’ Implicit Knowledge. ANALES DE PSICOLOGIA, 24(2), 262-270.
Nunes, T., & Peter, B. (2008). The use of logical-mathematical principles in solving arithmetical operations. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 43(3-4), 530-530.
Rosa, J., & Nunes, T. (2008). Morphological priming effects on children’s spelling. READING AND WRITING, 21(8), 763-781.
Bryant, P., & Nunes, T. (2008). Morphemes, spelling and development: Comments on "The timing and mechanisms of children’s use of morphological information in spelling" by S. Pacton and H. Deacon. COGNITIVE DEVELOPMENT, 23(3), 360-369.
Nunes, T., Bryant, P., Evans, D., Bell, D., Gardner, S., Gardner, A., & Carraher, J. (2007). The contribution of logical reasoning to the learning of mathematics in primary school. British Journal of Developmental Psychology, 25(1), 147-166.
Burman, D., Nunes, T., & Evans, D. (2007). Writing profiles of deaf children taught through British Sign Language. Deafness and Education International, 9(1), 2-23.
Nunes, T., Bryant, P., & Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology. Reading and Writing, 19(7), 767-787.
Kornilaki, E., & Nunes, T. (2005). Generalising principles in spite of procedural differences: Children’s understanding of division. Cognitive Development, 20(3), 388-406.
Nunes, T., Pretzlik, U., & Ilicak, S. (2005). Validation of a parent outcome questionnaire from pediatric cochlear implantation. Journal of Deaf Studies and Deaf Education, 10(4), 330-356.
Nunes, T. (2004). Domain-general and domain-specific processes in cognitive development: Essay review of the cradle of culture and what children know about writing and numbers before being taught by L. Tolchinsky. Human Development, 47(6), 370-375.
Zarfaty, Y., Nunes, T., & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of Deaf Studies and Deaf Education, 9(3), 315-326.
Nunes, T. (2004). Domain-general and domain-specific processes in cognitive development. HUMAN DEVELOPMENT, 47(6), 370-375.
Mun, W., & Nunes, T. (2003). Erratum to Hong Kong Children’s Concept of Distributive Justice (Early Child Development and Care, (2013), 173, 1(119-129)). Early Child Development and Care, 173(2-3), 357.
Wong, M., & Nunes, T. (2003). Hong Kong Children’s Concept of Distributive Justice. Early Child Development and Care, 173(1), 119-129.
Nunes, T., Desli, D., & Bell, D. (2003). The development of children’s understanding of intensive quantities. International Journal of Educational Research, 39(7), 651-675.
Windrass, G., & Nunes, T. (2003). Montserratian mothers’ and English teachers’ perceptions of teaching and learning. COGNITIVE DEVELOPMENT, 18(4), 555-577.
Nunes, T. (2003). The sociocultural construction of implicit knowledge. COGNITIVE DEVELOPMENT, 18(4), 451-454.
Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. SCIENTIFIC STUDIES OF READING, 7(3), 289-307.
Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. Journal of Deaf Studies and Deaf Education, 7(2), 120-133.
Nunes, T., Pretzlik, U., & Olsson, J. (2001). Deaf children’s social relationships in mainstream schools. Deafness & Education International, 3(3), 123-136.
Park, J.-H., & Nunes, T. (2001). The development of the concept of multiplication. Cognitive Development, 16(3), 763-773.
Bryant, P., Nunes, T., & Snaith, R. (2000). Children learn an untaught rule of spelling. Nature, 403(6766), 157-158.
Bryant, P., Nunes, T., & Snaith, R. (2000). Orthography - Children learn an untaught rule of spelling. NATURE, 403(6766), 157-158.
Bryant, P., & Nunes, T. (2000). Phonology and morphology in learning to read and to spell. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 35(3-4), 4-4.
Bryant, P., Nunes, T., & Bindman, M. (2000). The relations between children’s linguistic awareness and spelling: The case of the apostrophe. READING AND WRITING, 12(3-4), 253-276.
Barros, R., Nunes, T., Evans, D., & Burman, D. (n.d.). Improving Deaf Children’s Working Memory through Training. International Journal of Speech & Language Pathology and Audiology, 2(2), 51-66.
Reports
Nunes, T., Bryant, P., Sylva, K., & Barros Baertl, R. (2009). Development of maths capabilities and confidence in primary school.
Other
Nunes, T., Bryant, P., Hurry, J., Pretzlik, U., Bell, D., & Evans, D. (2008). Fractions: difficult but crucial in mathematics learning. TLRP Research Briefing.
Nunes, T., Bryant, P., Hurry, J., Pretzlik, U., Bell, D., & Evans, D. (n.d.). Why morphemes are useful in primary school literacy. TLRP Research Briefing.
