Douglas, A. A., Msall, C., & Rittle-Johnson, B. (2022, June), Parents’ numeracy support during informal versus formal contexts: Fathers report more informal engagement than mothers. In S. Beltran-Grimm (Chair). Children's math learning: Exploring informal contexts and family influences. Paper presented at the Math Cognition and Learning Society Conference, Antwerp, Belgium.
Msall, C., Douglas, A. A., & Rittle-Johnson, B. (2022, June), Parents' approaches to early numeracy support do not match the approach they think is most important. Poster presented at the annual meeting of the Math Cognition and Learning Society, Antwerp, Belgium.
Douglas, A. A., Zippert, E., & Rittle-Johnson, B., (2022, February). Parents’ Early Numeracy Support: Considering the Nature and Role of Their Beliefs. In E. Zippert (Chair). Zooming in on Caregivers’ Mathematics Beliefs. Paper presented at the Math Cognition and Learning Society Online Conference, virtual.
Douglas, A., Zippert, E., & Rittle-Johnson, B. (2020, April). The Impact of Information, Context, and Child Gender on Parents’ Early Numeracy Input. Paper presented at the American Educational Research Association, San Francisco, CA.
Rastatter, O.*, Urness, L.*, Douglas, A., & Rittle-Johnson, B. (2020, January). The M in STEM: Parents’ Support of Early Math Depends on Children’s Gender. Poster presented at the Tennessee STEM Education Research Conference, Cookeville, TN. (See Poster)
Lancaster, Z., Douglas, A., & Rittle-Johnson, B. (2019, September). Child Mathematical Talk Reflects That of Their Parents. Poster to be presented at the Vanderbilt Kennedy Center Science Day, Nashville, TN.
Dougals, A., Zippert, E., & Rittle-Johnson, B. (2019, September). The Impact of Information and Context on Prompting Parents' Early Academic Input. Poster presented at the Vanderbilt Kennedy Center Science Day, Nashville, TN. (See Poster)
Douglas, A., Zippert, E., & Rittle-Johnson, B. (2019, July). Exploring Opportunities for Parent-Child Math-Related Guided Play at Home. Poster presented at the annual meeting of the Cognitive Science Society, Montreal, Canada. (See Poster)
Douglas, A., Zippert, E., & Rittle-Johnson, B. (2019, June). Patterns in parents' broad early math support. Poster presented at the annual meeting of the Mathematical Cognition and Learning Society, Ottowa, Canada. (See Poster)
Zippert, E., Douglas, A.*, & Rittle-Johnson, B. (2019, May). Numbers and patterns and space, oh my!: Preschoolers and parents explore math broadly. Paper presented at the annual meeting of the Association for Psychological Science, Washington, DC. (See Slides)
Douglas, A., Zippert, E. & Rittle-Johnson, B. (2019, March). Supporting Early Numeracy Development with Card Games: “War” Tops The Deck. Poster presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD. (See Poster)
Rittle-Johnson, B., Zippert, E., & Douglas, A. (2019, March). Including repeating patterning skills in early mathematics education. In A. Klein & N. Jordan (Chairs). From the Lab to the Field: Using Early Math Development Research to Improve Educational Practice. Talk presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD. (See Slides)
Zippert, E., Smith, M.* & Rittle-Johnson, B. (2019, March). Parents' broad math support concurrently and longitudinally predicts preschoolers' broad math knowledge and skills. In E. Zippert and N. Scalise (Chairs). A Broader Look at Parents' Early Informal Math Support. Symposium presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
Douglas, A. & Zippert, E. L. (2017, May). Parent-Child Number, Spatial, and Pattern Experiences at Home Relate to Parents’ Math Beliefs. Poster presented at the Math Cognition and Learning Conference, Nashville, TN.
Douglas, A., Hwang, J. & Zippert, E. L. (2018, January). Parents’ Support of Early Numeracy and Patterning Skills. Poster presented at the Vanderbilt Kennedy Center Science Day, Nashville, TN.
Zippert, E. & Rittle-Johnson, B. (2018, April). Parental support of preschoolers’ number, pattern, and spatial skills predicts concurrent and later math knowledge. In E. Zippert (Chair), Parental support of math readiness skills: How to promote and optimize it. Paper presented at the annual meeting of the American Educational Research Association, New York City, New York