Griffin, S. (2005). Teaching mathematics in the primary grades:
Fostering the development of whole number sense. In J. Bransford &
S. Donovan (Eds.), How students learn: History, mathematics and
science in the classroom. (pp. 250-302). Washington, DC: National
Academies Press (www.nap.edu).
Griffin, S. (2004). Building number sense with number worlds. Early
Childhood Research Quarterly. Vol. 19, Issue 1, 173-180.
Griffin, S. (2004).Teaching number sense. Educational Leadership.
Vol. 61, No. 6, 39-42.
Griffin, S. (2003). Laying the foundations for computational fluency
in early childhood. Teaching Children Mathematics, Feb. 2003,
Griffin, S. (2003). Number Worlds: A research-based mathematics
program for young children. In D.H. Clements and A. DiBiase (Eds.),
Engaging young children in mathematics: Findings of the 2000
national conference on standards for preschool and kindergarten
mathematics education (pp.325-342). Hillsdale, NJ: Erlbaum
Griffin, S. (2002). The development of math competence in the
preschool and early school years: Cognitive foundations and
instructional strategies. In J. M. Royer (Ed.), Mathematical
cognition. In series: Current perspectives on cognition, learning,
and instruction. Greenwich, Ct.: Information Age Publishing, Inc.
Griffin, S. (1998). Math readiness: What is it? How can families
make sure kids will have it? Transition, Vol.28, No.1, pp.18-19.
Griffin, S., Case, R. (1997). Re-Thinking the Primary School Math
Curriculum: An Approach Based on Cognitive Science. Issues in
Education, Vol.4, No.1, 1-51.
Griffin, S. & Case, R. (1996). Evaluating the breadth and depth of
training effects when central conceptual structures are taught.
Society for Research in Child Development Monographs, Vol. 59,
Griffin, S., Case, R., & Capodilupo, A. (1995). Teaching for
understanding: The importance of central conceptual structures in
the elementary mathematics curriculum. In A. McKeough, I. Lupert,
and A. Marini (Eds.), Teaching for transfer: Fostering
generalization in learning (pp. 121-151). Hillsdale, NJ: Erlbaum.
Griffin, S., Case, R., & Siegler, R. (1994). Rightstart: Providing
the central conceptual prerequisites for first formal learning of
arithmetic to students at-risk for school failure. In K. McGilly
(Ed.), Classroom lessons: Integrating cognitive theory and classroom
practice (pp. 24-49). Cambridge, MA: Bradford Books MIT Press.