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| Camilla Gilmore |
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| Position |
Senior Research Fellow |
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| Address |
Learning Sciences Research Institute, The Exchange Building, Jubilee Campus |
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| Telephone |
+44 (0)115 846 6561 |
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| Email |
camilla.gilmore@nottingham.ac.uk |
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| Webpage |
Camilla's Personal
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| PhD Students |
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| Research Interests |
Mathematical and numerical cognition in adults
The development of mathematical cognition and dyscalculia
Using cognitive psychology research to support effective mathematics education
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| Publications |
Mundy, E. & Gilmore, C.K. (2009). Children's mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103, 490-502.
Gilmore, C.K. & Papadatou-Pastou, M. (2009). Patterns of individual differences in conceptual understanding and arithmetical skill: A meta-analysis. Mathematical Thinking and Learning, 11, 25-40.
Gilmore, C.K. & Bryant, P. (2008). Can children construct inverse relations in arithmetic? Evidence of individual differences in the development of conceptual understanding and computational skill. British Journal of Developmental Psychology, 26, 301-316.
Gilmore, C.K. & Spelke, E. (2008). Children's understanding of the relationship between addition and subtraction. Cognition, 107, 932-945.
Gilmore, C.K. & Inglis, M. (2008). Process- and object-based thinking in arithmetic. Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education. Morelia, Mexico.
Gilmore, C.K., McCarthy, S.E. & Spelke, E. (2007). Symbolic arithmetic knowledge without instruction. Nature, 447, 589-591.
All Publications >
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