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Terezinha Nunes

Emeritus Professor of Educational Studies | Harris Manchester College

terezinha.nunes@education.ox.ac.uk

About me

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.

https://doi.org/10.1007/978-3-319-45113-8 https://ora.ox.ac.uk/objects/uuid:d179f733-3e7d-4832-a741-30671a3e3d8a
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).

https://doi.org/10.4324/9780203969557

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. (2015). What is Involved in Modeling The World with Mathematics. In Language, Learning, and Culture in Early Childhood (pp. 180-196). Taylor & Francis.

https://doi.org/10.4324/9781315686790-10
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., 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.

https://doi.org/10.1007/978-3-642-33814-4_4 http://link.springer.com/chapter/10.1007/978-3-642-33814-4_4
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). Cambridge University Press (CUP).

https://doi.org/10.1017/cbo9780511921605.016
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.

https://doi.org/10.1016/b978-0-08-044894-7.00525-x
Bryant, P., & Nunes, T. (2009). Morphemes and Children’s Spelling. In The SAGE Handbook of Writing Development (pp. 329-348). SAGE Publications Ltd.

https://doi.org/10.4135/9780857021069.n23 https://doi.org/10.4135/9780857021069.n23
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.

https://doi.org/10.1093/acprof:oso/9780195368673.003.0007
Nunes, T., & Bryant, P. (2006). Improving Literacy by Teaching Morphemes. Routledge.

https://doi.org/10.4324/9780203969557 https://doi.org/10.4324/9780203969557
Nunes, T., & Bryant, P. (2006). Morphemes and literacy: Context and conclusions. In Improving Literacy by Teaching Morphemes (pp. 157-182).

https://doi.org/10.4324/9780203969557
Bryant, P., & Nunes, T. (2006). Morphemes and literacy: A starting point. In Improving Literacy by Teaching Morphemes (pp. 3-34).

https://doi.org/10.4324/9780203969557
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).

https://doi.org/10.4324/9780203969557
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).

https://doi.org/10.4324/9780203969557
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).

https://doi.org/10.4324/9780203969557

Conference papers

Nunes, T., Barros, R., Evans, D., & Burman, D. (2012). A Game-Based Working Memory Intervention for Deaf Children. Communications in Computer and Information Science, 280, 31-39.

https://doi.org/10.1007/978-3-642-33814-4_4
Nunes, T., & Palhares, P. (2010). MATHEMATICS AND CULTURE AND ITS RELATION TO MATHEMATICS EDUCATION. PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, 317-317.
Nunes, T. (2010). CONTINUITIES AND DISCONTINUITIES BETWEEN INFORMAL AND SCIENTIFIC MATHEMATICAL THINKING: INSIGHTS FOR EDUCATION. PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, 328-332.
Nunes, T. (2010). REACTION TO BRENT DAVIS’ PLENARY: "WHAT CONCEPT STUDIES TELL US ABOUT MATHEMATICS EDUCATION". PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, 103-106.
Bryant, P., Nunes, T., & Barros, R. (2010). REASONING AND INFORMATION PROCESSING IN CHILDREN’S MATHEMATICAL ACHIEVEMENT. PME 34 BRAZIL: PROCEEDINGS OF THE 34TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2, 233-240.
Bryant, P., & Nunes, T. (2009). MULTIPLICATIVE REASONING AND MATHEMATICS ACHIEVEMENT. PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 2, 2, 217-224.
Nunes, T. (2002). The role of systems of signs in reasoning. REDUCTIONISM AND THE DEVELOPMENT OF KNOWLEDGE, 133-158.

Journal articles

Nunes, T., Stylianides, G., Lea, R., & Matthews, L. (2024). Replication in educational interventions: developing a tool to measure and promote fidelity. International Journal of Research & Method in Education.

https://doi.org/10.1080/1743727X.2024.2420336 https://ora.ox.ac.uk/objects/uuid:59d7deaa-fab9-4444-8969-280797b1fb38
Nunes, T., & Pittas, E. (2017). Does children’s dialect awareness support later reading and spelling in the standard language form?. Learning and Instruction.

https://doi.org/10.1016/j.learninstruc.2017.07.002 https://ora.ox.ac.uk/objects/uuid:5451f1bd-a3cb-4d2b-8464-2da5d2ace597
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.

https://doi.org/10.1037/edu0000154 https://ora.ox.ac.uk/objects/uuid:5e61d4f3-183e-4748-82ac-e3501897bf9b
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.

https://doi.org/10.1016/j.learninstruc.2016.10.008 https://ora.ox.ac.uk/objects/uuid:896293f5-37ed-4cfe-8e99-65f553e51d35
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.

https://doi.org/10.1080/10986065.2015.1016815
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.

https://doi.org/10.1093/deafed/env003
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.
Barros, R., Nunes, T., Evans, D., & Burman, D. (2014). Improving Deaf Children’s Working Memory through Training. International Journal of Speech & Language Pathology and Audiology, 2(2), 51-66.

https://doi.org/10.12970/2311-1917.2014.02.02.1
Nunes, T., Bryant, P., Evans, D., Gottardis, L., & Terlektsi, M.-E. (2014). The cognitive demands of understanding the sample space. ZDM – Mathematics Education, 46(3), 437-448.

https://doi.org/10.1007/s11858-014-0581-3
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.

https://doi.org/10.1111/bjep.12030
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.

https://doi.org/10.1177/183693911403900214
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.

https://doi.org/10.1177/1359104512470599
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.

https://doi.org/10.1007/s11145-014-9503-6
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). 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.

https://doi.org/10.1111/bjep.12030
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.

https://doi.org/10.1007/s10763-013-9469-x
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.

https://doi.org/10.1590/s0101-32622013000300002
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.

https://doi.org/10.1016/j.jecp.2012.07.009
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.

https://doi.org/10.1016/j.jecp.2012.07.009
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.

https://doi.org/10.1037/a0027412
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.

https://doi.org/10.1037/a0027412
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.

https://doi.org/10.1111/j.2044-8279.2011.02033.x
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.

https://doi.org/10.1007/s10649-011-9314-5
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.

https://doi.org/10.1111/j.2044-8279.2011.02033.x
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.

https://doi.org/10.1007/s10649-011-9314-5
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.

https://doi.org/10.1179/1557069x11y.0000000006
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.

https://doi.org/10.1007/s10763-010-9249-9
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.

https://doi.org/10.1348/026151009x410362
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.

https://doi.org/10.1037/a0017486
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.
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.

https://doi.org/10.1080/10986060802583980
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.

https://doi.org/10.1093/deafed/enn040
Nunes, T., & Bryant, P. (2008). Rational numbers and intensive quantities: Challenges and insights to pupils’ Implicit knowledge. Anales De Psicologia, 24(2), 262-270.
Rosa, J., & Nunes, T. (2008). Morphological priming effects on children’s spelling. Reading and Writing, 21(8), 763-781.

https://doi.org/10.1007/s11145-007-9091-9
Burman, D., Evans, D., Nunes, T., & Bell, D. (2008). Assessing deaf children’s writing in primary school: grammar and story development. Deafness & Education International, 10(2), 93-110.

https://doi.org/10.1002/dei.238
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.

https://doi.org/10.1016/j.cogdev.2007.11.003
Nunes, T., & Peter, B. (2008). The use of logical-mathematical principles in solving arithmetical operations. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 43(3-4), 530-530.
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., 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.

https://doi.org/10.1348/026151006x153127
Burman, D., Nunes, T., & Evans, D. (2007). Writing profiles of deaf children taught through British sign language. Deafness & Education International, 9(1), 2-23.

https://doi.org/10.1002/dei.204
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.

https://doi.org/10.1007/s11145-006-9025-y
Kornilaki, E., & Nunes, T. (2005). Generalising principles in spite of procedural differences: Children’s understanding of division. Cognitive Development, 20(3), 388-406.

https://doi.org/10.1016/j.cogdev.2005.05.004
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.

https://doi.org/10.1093/deafed/eni027
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.

https://doi.org/10.1159/000081040
Nunes, T. (2004). Domain-General and Domain-Specific Processes in Cognitive Development. Human Development, 47(6), 370-375.

https://doi.org/10.1159/000081040
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.

https://doi.org/10.1093/deafed/enh034
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.

https://doi.org/10.1080/030443032000113952
Nunes, T. (2003). The sociocultural construction of implicit knowledge. Cognitive Development, 18(4), 451-454.

https://doi.org/10.1016/j.cogdev.2003.09.003
Windrass, G., & Nunes, T. (2003). Montserratian mothers’ and English teachers’ perceptions of teaching and learning. Cognitive Development, 18(4), 555-577.

https://doi.org/10.1016/j.cogdev.2003.09.007
Nunes, T., Bryant, P., & Olsson, J. (2003). Learning Morphological and Phonological Spelling Rules: An Intervention Study. Scientific Studies of Reading, 7(3), 289-307.

https://doi.org/10.1207/s1532799xssr0703_6
Wong, M., & Nunes, T. (2003). Hong Kong Children’s Concept of Distributive Justice. Early Child Development and Care, 173(1), 119-129.

https://doi.org/10.1080/0300443022000022477
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.

https://doi.org/10.1016/j.ijer.2004.10.002
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.

https://doi.org/10.1093/deafed/7.2.120
Nunes, T., Pretzlik, U., & Olsson, J. (2001). Deaf children’s social relationships in mainstream schools. Deafness & Education International, 3(3), 123-136.

https://doi.org/10.1179/146431501790560972
Park, J.-H., & Nunes, T. (2001). The development of the concept of multiplication. Cognitive Development, 16(3), 763-773.

https://doi.org/10.1016/s0885-2014(01)00058-2
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), 253-276.

https://doi.org/10.1023/a:1008152501105
Bryant, P., Nunes, T., & Snaith, R. (2000). Children learn an untaught rule of spelling. Nature, 403(6766), 157-158.

https://doi.org/10.1038/35003114
Bryant, P., Nunes, T., & Snaith, R. (2000). Children learn an untaught rule of spelling. Nature, 403(6766), 157-158.

https://doi.org/10.1038/35003114 https://doi.org/10.1038/35003114
Bryant, P., & Nunes, T. (2000). Phonology and morphology in learning to read and to spell. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 35(3-4), 4-4.

Reports

Nunes, T., Bryant, P., Sylva, K., & Barros Baertl, R. (2009). Development of maths capabilities and confidence in primary school.

Subjects Taught

Doctor of Philosophy

Doctoral Applications

Mathematical reasoning and achievement;
Learning literacy, including initial stages and beyond the first steps;
Deaf children’s learning and school performance;
Learning and working memory.