Griffin, S. (2005). Teaching mathematics in the primary grades: Fostering the development of whole number sense. In J. Bransford & S. Donovan (Eds.), How students learn: History, mathematics and science in the classroom. (pp. 250-302). Washington, DC: National Academies Press (www.nap.edu).


Griffin, S. (2004). Building number sense with number worlds. Early Childhood Research Quarterly. Vol. 19, Issue 1, 173-180.


Griffin, S. (2004).Teaching number sense. Educational Leadership. Vol. 61, No. 6, 39-42.


Griffin, S. (2003). Laying the foundations for computational fluency in early childhood. Teaching Children Mathematics, Feb. 2003, 306-309.


Griffin, S. (2003). Number Worlds: A research-based mathematics program for young children. In D.H. Clements and A. DiBiase (Eds.), Engaging young children in mathematics: Findings of the 2000 national conference on standards for preschool and kindergarten mathematics education (pp.325-342). Hillsdale, NJ: Erlbaum Associates, Inc.


Griffin, S. (2002). The development of math competence in the preschool and early school years: Cognitive foundations and instructional strategies. In J. M. Royer (Ed.), Mathematical cognition. In series: Current perspectives on cognition, learning, and instruction. Greenwich, Ct.: Information Age Publishing, Inc.


Griffin, S. (1998). Math readiness: What is it? How can families make sure kids will have it? Transition, Vol.28, No.1, pp.18-19.


Griffin, S., Case, R. (1997). Re-Thinking the Primary School Math Curriculum: An Approach Based on Cognitive Science. Issues in Education, Vol.4, No.1, 1-51.


Griffin, S. & Case, R. (1996). Evaluating the breadth and depth of training effects when central conceptual structures are taught. Society for Research in Child Development Monographs, Vol. 59, 90-113.


Griffin, S., Case, R., & Capodilupo, A. (1995). Teaching for understanding: The importance of central conceptual structures in the elementary mathematics curriculum. In A. McKeough, I. Lupert, and A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 121-151). Hillsdale, NJ: Erlbaum.


Griffin, S., Case, R., & Siegler, R. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at-risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 24-49). Cambridge, MA: Bradford Books MIT Press.