Selected Chapters and Publications


DePascale, M. Prather, R., & Ramani, G. B. (2021). Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities. Cognitive Development, 59, 101076.

Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., … Ramani, G. B., Skwarchuk, S-L., Sonnenschein, S. & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220

Gordon, R. & Ramani, G. B. (2021).  Integrating embodied cognition and information processing: A combined model of the role of gestures in children’s mathematical abilities.  Frontiers in Psychology – Cognition, 12, 1-17.

Gordon, R., Scalise, N. R., & Ramani, G. B. (2021). Give yourself a hand: The role of gesture and working memory in preschoolers' numerical knowledge. Journal of Experimental Child Psychology, 208, 105145.

Scalise, N., Daubert, E. N., & Ramani, G. B. (2021). When one size does not fit all: A latent profile analysis of low-income preschoolers' math skills. Journal of Experimental Child Psychology, 209, 105156

Scalise, N. & Ramani, G. B. (2021). Symbolic magnitude understanding predicts preschoolers’ later addition skills. Journal of Cognition and Development.

Eason, S. H. & Ramani, G. B. (2020). Parent-child math talk about fractions during formal learning and guided play activities. Child Development, 91(2), 546-562.

Eason, S. H., Scalise, N. R., Berkowitz, T, Ramani, G. B., & Levine, S. C. (2020). Reviewing the family math literature: Recommendations for practice, policy, and research [White paper]. Family Math Roadmap Implementation Project.

Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2020). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge.  Developmental Science, 23(4), 1-17.

Ramani, G. B. & Scalise, N. (2020).  It's more than just fun and games: Play-based mathematics activities for Head Start families. Early Childhood Research Quarterly, 50(3), 78-89.

Scalise, N., Daubert, E. N., & Ramani, G. B. (2020).  Benefits of playing numerical card games on Head Start children's mathematical skills.  The Journal of Experimental Education, 88(2), 200-220.



Zippert, E. L., Daubert, E. N., Scalise, N. R., Noreen, G., & Ramani, G. B. (2019). “Tap space number three”: Promoting math talk during parent-child tablet play. Developmental Psychology. 

Daubert, E. N. Ramani, G. B. (2019). Math and memory in bilingual preschoolers: The relations between bilingualism, working memory, and numerical knowledge. Journal of Cognition and Development. Advanced online publication.

Ramani, G. B., Daubert, E. N., & Scalise, N. R. (2019). Role of play and games in building children’s foundational numerical knowledge. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Cognitive foundations for improving mathematical learning. Mathematical cognition and learning series, Vol 5 (pp. 69-90). San Diego, CA: Elsevier Academic Press.

Scalise, N. R., Gladstone, J. R., & Ramani, G. B. (2019). Motivation and mathematics in early childhood. In O. Saracho (Ed.), Contemporary perspectives on research on motivation in early childhood education (pp. 101-132). Charlotte, NC: Information Age Publishing.

Daubert, E. N., Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2018). Sum thing to talk about: Caregiver-preschooler math talk in low-income families from the United States. Bordon, Journal of Education. Special Issue: Mathematics and the Science of Mathematics Education: Evidence from Difference Nations, 70(3), 115-130.



Eason, S., & Ramani, G. B. (2017). Parental scaffolding and children’s executive function: Working memory and planning as moderators during joint problem solving. Infant and Child Development, 26(2), 1-24.

Ramani, G. B. (2017). When worlds unite: Role of social interactions in children’s mathematical development. In P. Lemairs (Ed.), Cognitive Development from a Strategy Perspective: A Festschrift For Robert Siegler (pp. 61-77). New York, NY: Routledge.

Ramani, G. B., Jaeggi, S. M., Daubert, E., & Buschkuehl, M. (2017). Domain-general and domain-specific training to improve kindergarten children’s mathematics. Journal of Numerical Cognition, 3(2), 468-495.

Scalise, N., Daubert, N. A., & Ramani, G. B. (2017).  Narrowing the early mathematics gap: A play-based intervention to promote Head Start preschoolers' number skills. Journal of Numerical Cognition, 3(3), 559-581.

Zippert, E. & Ramani, G. B. (2017).  Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement. Infant and Child Development, 26(2), 1-24.

Ramani, G. B., Zippert, E., & Daubert, E. (2016). The influence of same- and cross-age peers on children’s literacy and mathematical development. In K. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social- emotional, motivation, and cognitive outcomes (pp. 96-112). New York, NY: Taylor & Francis Publishers.

Rowe, M., Ramani, G. B., & Pomerantz, E. (2016). Parental involvement and children’s achievement: A domain-specific perspective. In K. Wentzel & D. Miele (Eds.) Handbook of motivation at school (pp. 459-476). 

Wentzel, K., & Ramani, G. B. (Eds.) (2016). Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. New York, NY: Taylor & Francis Publishers.



Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of abilities. Journal of Applied Developmental Psychology, 41, 78-89.

Ramani, G. B. & Eason, S. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.

Ramani, G. B., Rowe, M.R., Eason, S., & *Leech, K. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.

Ramani, G. B., Zippert, E., *Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35(4), 326-336.

Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92-108.



Ramani, G. B., Siegler, R. S., & *Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3), 661-672.

Ramani, G.B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill Palmer Quarterly, 58, 159-190.

Ramani, G.B., & Siegler, R.S. (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146-159.

Ramani, G.B., Brownell, C.A., & Campbell, S.A. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. Journal of Genetic Psychology, 171(3), 218-250.

Siegler, R.S. & Ramani, G.B (2011). Improving low-income children’s number sense. In S. Dehaene and E.M. Brannon (Eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought, Attention and performance series, Vol. XXIII (pp. 343-354). London, UK: Academic Press.

Brownell, C.A., Nichols, S., Svetlova, M., Zerwas, S. & Ramani, G.B. (2010). The head bone's connected to the neck bone: When do toddlers represent their own body topography? Child Development, 81, 797-810.



Siegler, R.S., & Ramani, G.B. (2009). Playing linear number board games - but not circular ones - improves low-income preschoolers' numerical understanding. Journal of Educational Psychology, 101, 545-560.

Ramani, G.B., & Siegler, R.S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79, 375-394.

Siegler, R.S. & Ramani, G.B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11(5), 655-661.

Brownell, C.A., Zerwas, S., & Ramani, G.B. (2007). “So big”: The development of body self-awareness in toddlers. Child Development, 78(5), 1426-1440.