Journal Articles
Weiers, H,
James-Brabham, E, Gilmore, C, Slocombe, F (2025)
Methods used to code adult-child mathematical interactions and the association with children’s mathematical skills: A systematic review and meta-analysis,
Infant and Child Development, ISSN: 1522-7227.
Hunt, BW, Cahoon, A, Blakey, E,
James-Brabham, E, Matthews, D, Simms, V (2025)
Is there an association between frequency of home mathematical activities (HMA) and children’s mathematical outcomes? Data harmonization and secondary analyses of U.K.-based data sets,
Developmental Psychology, ISSN: 0012-1649. DOI:
10.1037/dev0001987.
James-Brabham, E, von Bastian, CC, Brough, C, Blakey, E (2024)
Do home mathematical activities relate to early mathematical skills? A systematic review and meta‐analysis,
Child Development, 96(1), pp.451-468, ISSN: 0009-3920. DOI:
10.1111/cdev.14162.
James-Brabham, E, Jay, T, Sella, F (2024)
No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: A randomized controlled trial in 4- to 5-year-old primary school children,
Journal of Educational Psychology, 116(3), pp.411-425, ISSN: 0022-0663. DOI:
10.1037/edu0000857.
James-Brabham, E, Loveridge, T, Sella, F, Wakeling, P, Carroll, DJ, Blakey, E (2023)
How do socioeconomic attainment gaps in early mathematical ability arise?,
Child Development, 94(6), pp.1550-1565, ISSN: 0009-3920. DOI:
10.1111/cdev.13947.
