Book
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.
Select Chapters
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. 101-129). Charlotte, NC: Information Age Publishing.
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.
Ramani, G. B. (2017). When world unite: Role of social interactions in children’s mathematical development. In P. Lemair (Ed.) Cognitive Development from a Strategy Perspective: A Festschrift For Robert Siegler (pp. 61-77). New York, NY: Routledge.
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.
Select Journal Articles
Eason, S. H. & Ramani, G. B. (2020). Parent-child math talk about fractions during formal learning and guided play activities. Child Development, 9I(2), 546-562. https://doi.org/10.1111/cdev.13199
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. https://doi.org/10.1016/j.ecresq.2018.07.011
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.
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, 20(3), 314-333. https://doi.org/10.1080/15248372.2019.1565536
Ramani, G. B., Daubert, E. N., Lin, G. C., Kamarsu, S., Wodzinski, A., & Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners’ numerical knowledge. Developmental Science. Advanced online publication. https://doi.org/10.1111/desc.12908
Zippert, E., Eason, S. H., Marshall, S., & Ramani, G. B. (2019). Preschool children’s math exploration during play with peers. Journal of Applied Developmental Psychology, 65, 101072. https://doi.org/10.1016/j.appdev.2019.101072
Zippert, E. L., Daubert, E. N., Scalise, N., Noreen, G., & Ramani, G. B. (2019). “Tap space number three”: Promoting math talk during parent-child tablet play. Developmental Psychology, 55(8), 1605-1614. http://dx.doi.org/10.1037/dev0000769
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. H., & 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., 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, E. N., & 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.