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Department of Education

Terezinha Nunes

Emeritus Professor of Educational Studies

College Affiliation: Harris Manchester College

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

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.

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.

  • Subjects Taught

    Doctor of Philosophy

Publications:

  • 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
      DOI: 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., & 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). https://doi.org/10.4324/9780203115558
      DOI: https://doi.org/10.4324/9780203115558

    • 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
      DOI: https://doi.org/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). https://doi.org/10.1017/CBO9780511921605.016
      DOI: https://doi.org/10.1017/CBO9780511921605.016

    • Nunes, T. (2010). Learning outside of school. In International Encyclopedia of Education (pp. 457-463). https://doi.org/10.1016/B978-0-08-044894-7.00525-X
      DOI: https://doi.org/10.1016/B978-0-08-044894-7.00525-X

    • Nunes, T., Burman, D., Evans, D., & Bell, D. (2010). Writing a language that you can’t hear. In Reading and Dyslexia in Different Orthographies (pp. 109-128). https://doi.org/10.4324/9780203858462
      DOI: https://doi.org/10.4324/9780203858462

    • 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.

    • Bryant, P., & Nunes, T. (2009). Morphemes and children’s spelling. In The SAGE Handbook of Writing Development (pp. 325-348). https://doi.org/10.4135/9780857021069.n23
      DOI: 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
      DOI: https://doi.org/10.1093/acprof:oso/9780195368673.003.0007

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

  • 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. 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
      DOI: 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
      DOI: https://doi.org/10.1093/deafed/env003

    • Bryant, P., Nunes, T., Hillier, J., Gilroy, C., & Barros, R. (2015). THE IMPORTANCE OF BEING ABLE TO DEAL WITH VARIABLES IN LEARNING SCIENCE. International Journal of Science and Mathematics Education, 13(1), 145-163. https://doi.org/10.1007/s10763-013-9469-x
      DOI: https://doi.org/10.1007/s10763-013-9469-x

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

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

    • 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. Br J Educ Psychol, 84(Pt 2), 211-225. https://doi.org/10.1111/bjep.12030
      DOI: https://doi.org/10.1111/bjep.12030

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

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

    • Pittas, E., & Nunes, T. (2014). Dialect awareness and literacy in a bidialectal setting. Hellenic Journal of Psychology, 11(1), 56-82.

    • Watanabe, A., Nunes, T., & de Abreu, G. (2014). Japanese parents’ perception of disclosing the diagnosis of cancer to their children. Clin Child Psychol Psychiatry, 19(1), 125-138. https://doi.org/10.1177/1359104512470599
      DOI: https://doi.org/10.1177/1359104512470599

    • 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
      DOI: 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
      DOI: 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. J Exp Child Psychol, 113(4), 469-486. https://doi.org/10.1016/j.jecp.2012.07.009
      DOI: 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
      DOI: 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
      DOI: 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. British Journal of Educational Psychology, 82(1), 136-156. https://doi.org/10.1111/j.2044-8279.2011.02033.x
      DOI: https://doi.org/10.1111/j.2044-8279.2011.02033.x

    • Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. Br J Educ Psychol, 82(Pt 1), 136-156. https://doi.org/10.1111/j.2044-8279.2011.02033.x
      DOI: 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
      DOI: 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 and Education International, 13(3), 131-150. https://doi.org/10.1179/1557069X11Y.0000000006
      DOI: 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
      DOI: https://doi.org/10.1007/s10763-010-9249-9

    • Nunes, T., Bryant, P., Evans, D., Bell, D., & Barros, R. (2011). Teaching children how to include the inversion principle in their reasoning about quantitative relations. Educational Studies in Mathematics, 1-18.

    • Howe, C., Nunes, T., & Bryant, P. (2010). Intensive quantities: Why they matter to developmental research. British Journal of Developmental Psychology, 28(2), 307-329. https://doi.org/10.1348/026151009X410362
      DOI: 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
      DOI: 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
      DOI: 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. J Deaf Stud Deaf Educ, 14(2), 260-277. https://doi.org/10.1093/deafed/enn040
      DOI: 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.

    • 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
      DOI: https://doi.org/10.1007/s11145-007-9091-9

    • 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
      DOI: https://doi.org/10.1016/j.cogdev.2007.11.003

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

    • Nunes, T., & Peter, B. (2008). The use of logical-mathematical principles in solving arithmetical operations. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 43(3-4), 530-530.

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

    • 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
      DOI: https://doi.org/10.1348/026151006X153127

    • 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
      DOI: 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
      DOI: 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. J Deaf Stud Deaf Educ, 10(4), 330-356. https://doi.org/10.1093/deafed/eni027
      DOI: 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
      DOI: 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
      DOI: 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. J Deaf Stud Deaf Educ, 9(3), 315-326. https://doi.org/10.1093/deafed/enh034
      DOI: https://doi.org/10.1093/deafed/enh034

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

    • 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
      DOI: https://doi.org/10.1080/030443032000113952

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

    • 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
      DOI: https://doi.org/10.1016/j.cogdev.2003.09.007

    • 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
      DOI: https://doi.org/10.1016/j.cogdev.2003.09.003

    • 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
      DOI: https://doi.org/10.1207/S1532799XSSR0703_6

    • Nunes, T., & Moreno, C. (2002). An intervention program for promoting deaf pupils’ achievement in mathematics. J Deaf Stud Deaf Educ, 7(2), 120-133. https://doi.org/10.1093/deafed/7.2.120
      DOI: https://doi.org/10.1093/deafed/7.2.120

    • Park, J., & 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
      DOI: https://doi.org/10.1016/S0885-2014(01)00058-2

    • Nunes, T., Pretzlik, U., & Olsson, J. (2001). Deaf children’s social relationships in mainstream schools. Deafness and Education International, 3(3), 123-136. https://doi.org/10.1179/146431501790560972
      DOI: https://doi.org/10.1179/146431501790560972

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

    • 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
      DOI: https://doi.org/10.1023/A:1008152501105

    • Barros, R., Nunes, T., Evans, D., & Burman, D. (n.d.). Improving Deaf Children’s Working Memory through Training. International Journal of Speech &Amp; Language Pathology and Audiology, 2(2), 51-66. https://doi.org/10.12970/2311-1917.2014.02.02.1
      DOI: https://doi.org/10.12970/2311-1917.2014.02.02.1

  • 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. http://www.tlrp.org/pub/documents/no13_nunes.pdf

    • 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. http://www.tlrp.org/pub/documents/no14_nunes.pdf

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