Camilla K. Gilmore

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The Development of Arithmetic Skills

Matthew Inglis, Silke M. Göbel, Camilla K. Gilmore, 2018 .

Understanding Arithmetic Concepts

Matthew Inglis, Silke M. Göbel, Camilla K. Gilmore, 2018 .

The developmental onset of symbolic approximation: How numbers are named matters

Camilla K. Gilmore, Iro Xenidou-Dervou, Ernest C. D. M. van Lieshout, 2014 .

Symbolic arithmetic knowledge without instruction

Elizabeth S. Spelke, Camilla K. Gilmore, Shannon E. McCarthy, 2007, Nature.

Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?

Ian Jones, Camilla K. Gilmore, Marie-Josee Bisson, 2019, British Educational Research Journal.

Mathematics Students Demonstrate Superior Visuo-Spatial Working Memory to Humanities Students Under Conditions of Low Central Executive Processing Load

Camilla K. Gilmore, Lucy Cragg, Paula Jane Hubber, 2019, J. Numer. Cogn..

Mathematical Argumentation and Proof

Matthew Inglis, Silke M. Göbel, Camilla K. Gilmore, 2018 .

The Cost of Multiple Representations: Experiment 2 PsychoPy materials

Matthew Inglis, Camilla K. Gilmore, Amy Bennett, 2018 .

Equality in the primary maths classroom

Matthew Inglis, Ian Jones, Camilla K. Gilmore, 2013 .

Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling

Elizabeth S. Spelke, Camilla K. Gilmore, Shannon E. McCarthy, 2010, Cognition.

Investigating children's understanding of inversion using the missing number paradigm

Camilla K. Gilmore, 2006 .

Patterns of Individual Differences in Conceptual Understanding and Arithmetical Skill: A Meta-Analysis

Camilla K. Gilmore, Marietta Papadatou-Pastou, 2009 .

PROCESS- AND OBJECT-BASED THINKING IN ARITHMETIC

Matthew Inglis, Camilla K. Gilmore, M. Inglis, 2008 .

Children’s understanding of the relationship between addition and subtraction

Elizabeth S. Spelke, Camilla K. Gilmore, E. Spelke, 2008, Cognition.

Measuring the approximate number system in children: Exploring the relationships among different tasks

Matthew Inglis, Nina Attridge, Bert De Smedt, 2014 .

Spontaneous focusing on numerosity and the arithmetic advantage

Matthew Inglis, Camilla K. Gilmore, Sophie Batchelor, 2015 .

Can Children Construct Inverse Relations in Arithmetic? Evidence for Individual Differences in the Development of Conceptual Understanding and Computational Skill.

Peter Bryant, Camilla K. Gilmore, 2008 .