Publications - BC Math Learning Lab

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Number Sense & Base-10 Knowledge

Vasilyeva, M., Laski, E.V., Casey, B. M., Lu, L., Wang, M., Cho, H. (2023). Spatial-numerical magnitude estimation mediates early sex differences in the use of advanced arithmetic strategies. Journal of Intelligence, 11(5), 97. doi.org/10.3390/jintelligence11050097

Laski, E.V., Ermakova, A., Vasilyeva, M., & Halloran, K., (2023). Effects of Using One or More Manipulatives on Strategy Mastery and Generalization. Journal of Experimental Education, 91(2), 1-19. doi.org/10.1080/00220973.2021.1973358

Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2022). What children’s number naming errors tell us about early understanding of multidigit numbers. Journal of Experimental Child Psychology, 224, 105510.

Vasilyeva, M., Laski, E.V., Veraksa, A., & Bukhalenkova, D. (2021). Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge. Journal of Educational Psychology, 113(7), 1354-1369. doi.org/10.1037/edu0000653

Vasilyeva, M. Weber, L., Crawford, L., & Veraksa, A. (2018). Early symbolic knowledge of numbers: A window into children’s understanding of numeric structure. Bordón. Revista de Pedagogía (Journal of Education), 70(3), 139-155.

Laski, E.V., Schiffman, J., Shen, C., & Vasilyeva, M. (2016). Kindergartners’ base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. Learning and Individual Differences. doi: 10.1016/j.lindif.2016.08.004

Laski, E. V., Vasilyeva, M., & Schiffman, J. (2016). Longitudinal Comparison of Place-Value and Arithmetic Knowledge in Montessori and Non-Montessori Students. Journal of Montessori Research, 2 (1), 1-15. doi: 10.1016/j.jecp.2016.01.016

Vasilyeva, M., Laski, E. V., Veraksa, A. N., & Shen, C. (2016). Development of children’s early understanding of numeric structure. Psychology in Russia: State of the Art, 9(3), 76-94.

Solomon, T., Vasilyeva, M., Levine, S., & Huttenlocher, J. (2015). Minding the gap: Children’s difficulty conceptualizing spatial intervals as linear measurement units. Developmental Psychology, 51(11), 1564-1573.

Vasilyeva, M., Laski, E.V., Ermakova, A., Lai, W. F., Jeong, Y., Hachiagan, A. (2015). Re-examining the language account of cross-national differences in base-10 number representations. Journal of Experimental Child Psychology, 129, 12-25. doi: 10.1016/j.jecp.2014.08.004

Laski, E.V., Ermakova, A., & Vasilyeva, M. (2014). Early use of decomposition for addition and its relation to base-10 knowledge. Journal of Applied Developmental Psychology, 35, 444-454. doi: 10.1016/j.appdev.2014.07.002

Laski, E. V. & Yu, Q. (2014). Number line estimation and mental addition: Examining the potential roles of language and education. Journal of Experimental Child Psychology, 117, 29-44.

Vasilyeva, M., Laski, E.V., Casey, B. M., Ban, J., Betar, S., Cho, H., Lu, L., Wang, M. (accepted pre-registered report). Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students. Developmental Psychology.

Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78, 1723-1743.

Arithmetic Strategy Use

Foley, A. E., Vasilyeva, M., & Laski, E. V. (2017). Children’s use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation. British Journal of Developmental Psychology. 35(2), 303–309. doi: 10.1111/bjdp.12166

Shen, C., Vasilyeva, M., & Laski, E. V. (2016). Here, but not there: Cross-national variability of gender effects in arithmetic. Journal of Experimental Child Psychology, 146, 50-65. doi: 10.1016/j.jecp.2016.01.016

Laski, E. V., Schiffman, J., Vasilyeva, M., & Ermakova, A. (2016). Arithmetic Accuracy in Children From High- and Low-Income Schools: What Do Strategies Have to Do With It? AERA Open, 2 (2), 1-14. doi: 0.1177/2332858416644219

Vasilyeva, M., Laski, E., & Shen, C. (2015). Computational Fluency and Strategy Choice Predict Individual and Cross-National Differences in Complex Arithmetic. Developmental Psychology, 51 (1), 1489-1500. doi: 10.1037/dev0000045

Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M., & Dearing, E. (2013). Spatial skills as a predictor of first grade girls’ use of higher level arithmetic strategies. Learning and Individual Differences, 23, 123-130.

Vasilyeva, M., Ganley, C., Casey, B., Dulaney, A., Tillinger, M., & Anderson, K. (2013). How children solve volume problems: Investigating factors influencing strategy choice. Cognition and Instruction, 31, 29-61.

Schiffman, J. & Laski, E.V (2018). Materials count: Linear-spatial materials improve young children’s addition strategies and accuracy, irregular arrays don’t. PlosONE, 13(12), doi: 10.1371/journal.pone.0208832

Collins, M.A. & Laski, E.V. (2015). Preschoolers’ strategies for solving visual pattern tasks. Early Childhood Research Quarterly, 32, 204-214. doi: 10.1016/j.ecresq.2015.04.004

Math Cognition and Development

Dearing, E., Casey, B., Davis-Kean, P.E., Eason, S., Gunderson, E., Levine, S.C., Laski, E.V., Libertus, M., Lu, L., Lombardi, C.M., Nelson, A. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences, 12(5), 312. doi.org/10.3390/educsci12050312

Dulaney, A., Vasilyeva, M., O’Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, 55-63.

Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106 (1), 105-120.

Ganley, C., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental Psychology, 49, 1886-1897.

Dearing, E., Casey, B. M., Ganley, C. M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young Girls’ Arithmetic and Spatial Skills: The Distal and Proximal Roles of Family Socioeconomics and Home Learning Environments. Early Childhood Research Quarterly, 27, 458-470.

Ganley, C., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32, 235-242.

Casey, B., Dearing, E., Vasilyeva, M., Ganley, C., & Tine, M. (2011). Spatial and numerical predictors of measurement performance: The moderating effects of community poverty and gender. Journal of Educational Psychology, 103, 296-311.

Cho, H., Vasilyeva, M., & Laski, E.V. (2024). Statistical learning and mathematics knowledge: The case of arithmetic principles. Frontiers in Developmental Psychology.

Lu, L., Vasilyeva, M., Laski, E.V. (2023). Minor changes, big differences? Effects of manipulating materials on parental math talk. Developmental Psychology. doi.org/10.1037/dev0001550

Collins, M. & Laski, E.V. (2019). Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning. Early Childhood Research Quarterly, 46, 201–212. doi: 10.1016/j.ecresq.2018.02.008

Laski, E.V. (2018). Portfolio picks: An approach for developing children’s metacognition. In H. Bohart & R. Procopio (Eds.), Spotlight on Young Children: Observation and Assessment. Washington, DC: National Association for the Education of Young Children.

Vasilyeva, M., Laski, E. V., Veraksa, A. N., & Shen, C. (2016). Development of children’s early understanding of numeric structure. Psychology in Russia: State of the Art, 9(3), 76-94.

Laski, E.V. & Dulaney, A. (2015). When prior knowledge interferes, inhibitory control matters for learning: The case of numerical magnitude representations. Journal of Educational Psychology, Vol 107(4), 1035-1050. doi: 10.1037/edu0000034

Laski, E.V., Jor’dan, J. R., Daoust, C., & Murray, A. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open, 1-8. doi: 10.1177/2158244015589588 (Translated to Greek in e-journal Montessori Pedagogy and Education, 2022)

Laski, E. V. & Yu, Q. (2014). Number line estimation and mental addition: Examining the potential roles of language and education. Journal of Experimental Child Psychology, 117, 29-44.

Laski, E.V. (2017). Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning. Kappa Delta Pi Record, 53(2), 87-90. doi.org/10.1080/00228958.2017.1299548

Laski, E. V. & Siegler, R.S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50(3), 853-864. doi: 10.1037/a0034321

Vasilyeva, M., Laski, E.V., Veraksa, A., Weber, L., & Bukhalenkova, D. (2018). Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills. Journal of Cognition and Development, 19, 345-366. doi.org/10.1080/15248372.2018.1483371

Wang, M., Vasilyeva, M., & Laski, E.V. (2024). Words matter: Effect of manipulating storybook texts on parent and child math talk. Early Childhood Research Quarterly.

Lu, L., Vasilyeva, M., & Laski, E.V. (under review). Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide? Journal of Experimental Child Psychology.

Teacher Education

Ban, J., Msall, C., Douglas, A., Rittle-Johnson, B., & Laski, E.V. (2024). Knowing what they know: Preschool teachers’ knowledge of early math skills and its relation to instruction. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.105996

Laski, E.V., Ermakova, A., & Paz, M. (2024). Cognitive Instructional Techniques Observation Instrument. doi: 10.13140/RG.2.2.31103.42408

Laski, E.V. (2023). Bridging cognitive science and teaching practice: A proof of concept study of the Cognitive Instructional Technique (CIT) observation instrument. Journal of Educational and Psychological Research, 5(1), 588-594.

Laski, E. V., & Wang, M. J. (2023). A Critical Consideration of Montessori Education in Its Relation to Cognitive Science and Concrete-to-Abstract Thinking. The Bloomsbury Handbook of Montessori Education, 241.

Mitchell, R. & Laski, E.V. (2013). Integration of technology in elementary pre-service teacher education: An examination of mathematics methods courses. Journal of Technology and Teacher Education, 21 (3), 337-353.

Nguyen, H.N.T. †, Laski, E.V., Thomson, D.L., Casey, B.M., & Bronson, M.B. (2017). More Than Counting: Learning to Label Quantities in Preschool. Young Children, July, 22-29.

Laski, E.V. (2017). Not Sure Which Rubric to Use? Consider Cognitive Science Principles of Learning. Kappa Delta Pi Record, 53(2), 87-90. doi.org/10.1080/00228958.2017.1299548

Laski, E.V. (2016). An Explanation of the Distinction Between Developmental Factors and Mechanisms. Psychology Learning and Teaching, 16(1), 93–104. doi: 10.1177/1475725716680544

Laski, E.V. (2015). Instruction and cognitive load. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management (p. 420-422). Thousand Oaks, CA: Sage Publications. http://dx.doi.org/10.4135/9781483346243

Laski, E.V. (2015). Learning styles. In G. Scarlett (Ed.), The SAGE Encyclopedia of Classroom Management (p. 468-470). Thousand Oaks, CA: Sage Publications. http://dx.doi.org/10.4135/9781483346243

Laski, E. V. (2013). Portfolio picks: An approach for developing children’s metacognition. Young Children, 68 (3), 38-43.

Laski, E. V., Reeves, T., Ganley, C., & Mitchell, R. (2013). Mathematics teacher educators’ perceptions and use of cognitive psychology research. Mind, Brain, and Education, 7, 63-74.

Laski, E.V. (2003). Are you born with it? In K. Ryan & J.M. Cooper, Those Who Can, Teach (10th ed., p. 498). Boston: Houghton Mifflin Company.

Laski, E.V. (2000). The elements of a standards-based school: A word from the trenches. Commissioned by Lightspan Company, Inc., San Diego, CA.