Arthur J Baroody

Search results

• 2023

  Features in children's counting books that lead dyads to both count and label sets during shared book reading

  O'Rear, C. D., Seip, I., Azar, J., Baroody, A. J. & McNeil, N. M., Jul 1 2023, In: Child development. 94, 4, p. 985-1001 17 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Label Set 100%
  • Shared Reading 100%
  • Counting Books 100%
  • Cardinality 100%
  • Children's Understanding 50%

• The Development and Assessment of Early Cardinal-Number Concepts

  Baroody, A. J., Mix, K. S., Kartal, G. & Lai, M. L., 2023, In: Journal of Numerical Cognition. 9, 1, p. 182-195 14 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Number Concepts 100%
  • Cardinal number 100%
  • Word Mapping 100%
  • Set Mapping 100%
  • Task Performance 100%
• 2022

  Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

  Baroody, A. J., Clements, D. H. & Sarama, J., Mar 2022, In: Education Sciences. 12, 3, 195.

  Research output: Contribution to journal › Review article › peer-review

  Open Access

  • Lessons Learned 100%
  • Learning Trajectories 100%
  • Hypothetical Learning Trajectory 100%
  • Learning Trajectory 100%
  • Trajectory Basis 75%

• The development and assessment of counting-based cardinal number concepts

  Baroody, A. J. & Lai, M., Oct 2022, In: Educational Studies in Mathematics. 111, 2, p. 185-205 21 p.

  Research output: Contribution to journal › Article › peer-review

  • Number Concepts 100%
  • Cardinal number 100%
  • Cardinal Principle 100%
  • Cardinality 100%
  • Childrens 66%
• 2021

  Comparing the Efficacy of Early Arithmetic Instruction Based on a Learning Trajectory and Teaching-to-a-Target

  Clements, D. H., Sarama, J., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Joswick, C., Cong, M. & Joseph, E., 2021, In: Journal of Educational Psychology. 113, 7, p. 1323-1337 15 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Teaching-learning 100%
  • Learning Trajectories 100%
  • Early Arithmetic 100%
  • Learning Trajectory 100%
  • Level of Thinking 42%

• Evaluating a Basic Assumption of Learning Trajectories: The Case of Early Patterning Learning

  Baroody, A. J., Yilmaz, N., Clements, D. H. & Sarama, J., Nov 2021, In: Journal of Mathematics Education. 14, 2, p. 8-32

  Research output: Contribution to journal › Article › peer-review

  • Learning Trajectories 100%
  • Hypothetical Learning Trajectory 100%
  • Early Patterning 100%
  • Learning Trajectory 100%
  • Randomized Controlled Trial 33%

• Testing a Theoretical Assumption of a Learning-Trajectories Approach in Teaching Length Measurement to Kindergartners

  Sarama, J., Clements, D. H., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Shi, J. & Cong, M., 2021, In: AERA Open. 7

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Length Measurement 100%
  • Kindergartners 100%
  • Learning Trajectories 100%
  • Trajectory Approach 100%
  • Learning Trajectory 100%
• 2020

  Cardinality principle understanding: the role of focusing on the subitizing ability

  Paliwal, V. & Baroody, A. J., Aug 1 2020, In: ZDM - Mathematics Education. 52, 4, p. 649-661 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Subitizing 100%
  • Cardinal Principle 100%
  • Early Childhood 100%
  • Numeracy 100%
  • Cardinality 100%

• Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

  Clements, D. H., Sarama, J., Baroody, A. J. & Joswick, C., Aug 1 2020, In: ZDM - Mathematics Education. 52, 4, p. 637-648 12 p.

  Research output: Contribution to journal › Article › peer-review

  • Target-based Approach 100%
  • Learning Trajectories 100%
  • Trajectory Approach 100%
  • Learning Trajectory 100%
  • Two-level 11%

• Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy

  Paliwal, V. & Baroody, A. J., Apr 1 2020, In: Early Childhood Research Quarterly. 51, p. 403-415 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Reasoning Strategy 100%
  • Comparison Group 100%
  • Mathematical Reasoning 100%
  • Addition Strategy 66%
  • Randomized Controlled Trial 33%
• 2019

  Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition

  Clements, D. H., Sarama, J., Baroody, A. J., Joswick, C. & Wolfe, C. B., Dec 1 2019, In: American Educational Research Journal. 56, 6, p. 2509-2530 22 p.

  Research output: Contribution to journal › Article › peer-review

  • Shape Composition 100%
  • Learning Trajectories 100%
  • Learning Trajectory 100%
  • Two-level 14%
  • One-group 14%

• Teaching and Learning Mathematics in Early Childhood Programs

  Baroody, A. J., Clements, D. H. & Sarama, J., Feb 15 2019, The Wiley Handbook of Early Childhood Care and Education. Brown, C. P., McMullen, M. B. & File, N. (eds.). Wiley, p. 329-353 25 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • Teaching-learning 100%
  • Young children 100%
  • Early childhood Programs 100%
  • Learning Mathematics 100%
  • Teaching Mathematics 100%
• 2018

  A commentary on Chen and Campbell (2017): Is there a clear case for addition fact recall?

  Baroody, A. J., Dec 1 2018, In: Psychonomic Bulletin and Review. 25, 6, p. 2398-2405 8 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Campbell 100%
  • Clear Cases 100%
  • Evidence Support 50%
  • Accurate Model 50%
  • Conventional Wisdom 50%

• Commentary on Chapters 1 to 3: Using Meaningful Analogies to Reflect on and Make Sense of Integers

  Baroody, A. J., Aug 25 2018, Exploring the Integer Addition and Subtraction Landscape. Bofferding, L. & Wessman-Enzinger, N. M. (eds.). Springer, p. 259-268 (Research in Mathematics Education).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

• How best to teach the cardinality principle?

  Paliwal, V. & Baroody, A. J., Jul 1 2018, In: Early Childhood Research Quarterly. 44, p. 152-160 9 p.

  Research output: Contribution to journal › Article › peer-review

  • Cardinal Principle 100%
  • Cardinality 100%
  • Modeling Techniques 20%
  • Early childhood Educators 20%
  • Numeracy 20%

• Pathways to Basic Combination Fluency in the Primary Grades

  Brownell, J. O., Hynes-Berry, M. & Baroody, A. J., Sep 3 2018, Growing Mathematical Minds: Conversations Between Developmental Psychologists and Early Childhood Teachers. McCray, J. S., Chen, J.-Q. & Sorkin, J. E. (eds.). Routledge, p. 139-171 33 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • Fluency 100%
  • Primary Grades 100%
  • Toddlers 100%
  • Young children 20%
  • Psychologists 20%
• 2017

  The Use of Concrete Experiences in Early Childhood Mathematics Instruction

  Baroody, A. J., 2017, Advances in Child Development and Behavior. Sarama, J., Clements, D. H., Germeroth, C. & Day-Hess, C. (eds.). Academic Press Inc., p. 43-94 52 p. (Advances in Child Development and Behavior; vol. 53).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

  • Mathematics Instruction 100%
  • Concrete Experience 100%
  • Early childhood Mathematics 100%
  • Internal Factor 100%
  • Early Childhood Mathematics 100%
• 2016

  Does fostering reasoning strategies for relatively difficult basic combinations promote transfer by K-3 students?

  Baroody, A. J., Purpura, D. J., Eiland, M. D., Reid, E. E. & Paliwal, V., May 1 2016, In: Journal of Educational Psychology. 108, 4, p. 576-591 16 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Fluency 100%
  • Reasoning Strategy 100%
  • Mixed Model 100%
  • Analysis of Covariance 100%
  • Direct Approach 75%

• Fostering first graders’ reasoning strategies with basic sums: The value of guided instruction

  Purpura, D. J., Baroody, A. J., Eiland, M. D. & Reid, E. E., Sep 2016, In: Elementary School Journal. 117, 1, p. 72-100 29 p.

  Research output: Contribution to journal › Article › peer-review

  • Active Control 100%
  • First Graders 100%
  • Guided Intervention 100%
  • Reasoning Strategy 100%
  • Basic Sums 100%

• The construct and measurement of spontaneous attention to a number

  Baroody, A. J. & Li, X., Mar 3 2016, In: European Journal of Developmental Psychology. 13, 2, p. 170-178 9 p.

  Research output: Contribution to journal › Article › peer-review

  • Spontaneous Attention 100%
  • Number Concepts 50%
  • Jordan 50%
  • Nonverbal 50%
  • Nondirective 50%
• 2015

  Assessing Young Children's Number Magnitude Representation: A Comparison Between Novel and Conventional Tasks

  Reid, E. E., Baroody, A. J. & Purpura, D. J., Oct 20 2015, In: Journal of Cognition and Development. 16, 5, p. 759-779 21 p.

  Research output: Contribution to journal › Article › peer-review

  • Young children 100%
  • Number of children 100%
  • Number Magnitude 100%
  • Number-to-position Task 100%
  • Toddlers 100%

• A Study of Early Childhood Mathematics Teaching in the United States and China

  Li, X., Chi, L., DeBey, M. & Baroody, A. J., Apr 3 2015, In: Early Education and Development. 26, 3, p. 450-478 29 p.

  Research output: Contribution to journal › Article › peer-review

  • United States 100%
  • China 100%
  • Mathematics Teaching 100%
  • Early childhood Mathematics 100%
  • Chinese 100%

• The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations

  Baroody, A. J., Purpura, D. J., Eiland, M. D. & Reid, E. E., 2015, In: Early Childhood Research Quarterly. 30, PA, p. 93-105 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Reasoning Strategy 100%
  • Double Combination 100%
  • Double Training 100%
  • Guided Discovery 100%
  • Kindergarten 100%

• Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties

  Purpura, D. J., Reid, E. E., Eiland, M. D. & Baroody, A. J., Mar 2015, In: School Psychology Review. 44, 1, p. 41-59 19 p.

  Research output: Contribution to journal › Article › peer-review

  • Young children 100%
  • Preschool 100%
  • Preschool children 100%
  • Brief Measure 100%
  • Screener 100%
• 2014

  Fostering First Graders' Fluency With Basic Subtraction and Larger Addition Combinations Via Computer-Assisted Instruction

  Baroody, A. J., Purpura, D. J., Eiland, M. D. & Reid, E. E., Apr 2014, In: Cognition and Instruction. 32, 2, p. 159-197 39 p.

  Research output: Contribution to journal › Article › peer-review

  • First Graders 100%
  • Fluency 100%
  • Computer-assisted Instruction 100%
  • Analysis of Covariance 100%
  • Reasoning Strategy 66%

• Young children's spontaneous attention to exact quantity and verbal quantification skills

  Li, X. & Baroody, A. J., Sep 2014, In: European Journal of Developmental Psychology. 11, 5, p. 608-623 16 p.

  Research output: Contribution to journal › Article › peer-review

  • Young children 100%
  • Spontaneous Attention 100%
  • Toddlers 100%
  • Nonverbal 75%
  • Matching Task 75%
• 2013

  Can Computer-Assisted Discovery Learning Foster First Graders' Fluency With the Most Basic Addition Combinations?

  Baroody, A. J., Eiland, M. D., Purpura, D. J. & Reid, E. E., Jun 2013, In: American Educational Research Journal. 50, 3, p. 533-573 41 p.

  Research output: Contribution to journal › Article › peer-review

  • First Graders 100%
  • Computer-assisted 100%
  • Fluency 100%
  • Discovery Learning 100%
  • Learning Evidence 50%

• The effect of language on Chinese and American 2- and 3-year olds' small number identification

  Li, X., Sun, Y., Baroody, A. J. & Purpura, D., Dec 2013, In: European Journal of Psychology of Education. 28, 4, p. 1525-1542 18 p.

  Research output: Contribution to journal › Article › peer-review

  • 3-year-olds 100%
  • Two-year-olds 100%
  • Number Words 100%
  • Number Identification 100%
  • Number words 100%

• The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge

  Purpura, D. J., Baroody, A. J. & Lonigan, C. J., 2013, In: Journal of Educational Psychology. 105, 2, p. 453-464 12 p.

  Research output: Contribution to journal › Article › peer-review

  • Mathematical Knowledge 100%
  • Numerals 100%
  • Knowledge Mediation 100%
  • Preschooler 100%
  • Mediation Analysis 100%
• 2012

  Fostering At-Risk Kindergarten Children's Number Sense

  Baroody, A. J., Eiland, M. D., Purpura, D. J. & Reid, E. E., Oct 2012, In: Cognition and Instruction. 30, 4, p. 435-470 36 p.

  Research output: Contribution to journal › Article › peer-review

  • Number of children 100%
  • At-risk 100%
  • Fluency 100%
  • Kindergarten children 100%
  • Number Sense 100%
• 2011

  Blake's development of the number words "one," "two," and "three"

  Palmer, A. & Baroody, A. J., Jul 2011, In: Cognition and Instruction. 29, 3, p. 265-296 32 p.

  Research output: Contribution to journal › Article › peer-review

  • Number Words 100%
  • Blake 100%
  • Naturalistic Observation 100%
  • Highly Reliable 50%
  • Microgenetic 50%
• 2009

  Fostering at-risk preschoolers' number sense

  Baroody, A. J., Eiland, M. & Thompson, B., Jan 2009, In: Early Education and Development. 20, 1, p. 80-128 49 p.

  Research output: Contribution to journal › Article › peer-review

  • At-risk 100%
  • Preschoolers 100%
  • Number Sense 100%
  • Mental Arithmetic 100%
  • Kindergarten 50%

• Preschoolers' understanding of subtraction-related principles

  Baroody, A. J., Lai, M. L., Li, X. & Baroody, A. E., Jan 2009, In: Mathematical Thinking and Learning. 11, 1-2, p. 41-60 20 p.

  Research output: Contribution to journal › Article › peer-review

  • Preschoolers 100%
  • 7-year-olds 50%
  • Subtraction by Addition 50%

• Why can't johnny remember the basic facts?

  Baroody, A. J., Bajwa, N. P. & Eiland, M., 2009, In: Developmental Disabilities Research Reviews. 15, 1, p. 69-79 11 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Number Sense 100%
  • Preschool Year 100%
  • Fluency 50%
  • Learning Styles 50%
  • Learning Difficulties 50%

• Young children's understanding and application of subtraction-related principles

  Baroody, A. J., Torbeyns, J. & Verschaffel, L., Jan 2009, In: Mathematical Thinking and Learning. 11, 1-2, p. 2-9 8 p.

  Research output: Contribution to journal › Review article › peer-review
• 2008

  Fostering Taiwanese preschoolers' understanding of the addition-subtraction inverse principle

  Lai, M. L., Baroody, A. J. & Johnson, A. R., Jan 2008, In: Cognitive Development. 23, 1, p. 216-235 20 p.

  Research output: Contribution to journal › Article › peer-review

  • Taiwanese 100%
  • Preschoolers 100%
  • 5-year-old 100%
  • 4-year-olds 100%
  • Subtraction by Addition 100%

• Toddlers' Spontaneous Attention to Number

  Baroody, A. J., Li, X. & Lai, M.-L., 2008, In: Mathematical Thinking and Learning. 10, 3, p. 240-270 31 p.

  Research output: Contribution to journal › Article › peer-review

  • Toddlers 100%
  • Attention to number 100%
  • Spontaneous Attention 100%
  • Nativists 66%
  • Young children 33%
• 2007

  An alternative reconceptualization of procedural and conceptual knowledge

  Baroody, A. J., Feil, Y. & Johnson, A. R., Mar 2007, In: Journal for Research in Mathematics Education. 38, 2, p. 115-131 17 p.

  Research output: Contribution to journal › Review article › peer-review

  • Conceptual Knowledge 100%
  • Procedural Knowledge 100%
  • Implications for Research 33%
  • Mathematics Teachers 33%
  • Reconceptualize 33%

• Preschoolers' Understanding of the Addition–Subtraction Inverse Principle: A Taiwanese Sample

  Baroody, A. J. & Lai, M., May 1 2007, In: Mathematical Thinking and Learning. 9, 2, p. 131-171

  Research output: Contribution to journal › Article › peer-review

  • Older Participants 100%
  • Taiwanese 100%
  • Preschoolers 100%
  • Toddlers 100%
  • Zone of Proximal Development 100%
• 2006

  The application and development of an addition goal sketch

  Baroody, A. J., Tiilikainen, S. H. & Tai, Y. C., 2006, In: Cognition and Instruction. 24, 1, p. 123-170 48 p.

  Research output: Contribution to journal › Review article › peer-review

  • Strategy Choice 100%
  • Conceptual Development 100%
  • Choice Models 66%
  • Causal Relation 50%
  • Cognition 50%

• Why Children Have Difficulties Mastering the Basic Number Combinations and How to Help Them

  Baroody, A. J., 2006, In: Teaching Children Mathematics. 13, 1, p. 22-31 10 p.

  Research output: Contribution to journal › Article › peer-review
• 2005

  Number words and number concepts: The interplay of verbal and nonverbal quantification in early childhood

  Mix, K. S., Sandhofer, C. M. & Baroody, A. J., 2005, Advances in Child Development and Behavior. Kail, R. (ed.). p. 305-346 42 p. (Advances in Child Development and Behavior; vol. 33).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter
• 2004

  Comments on the Use of Learning Trajectories in Curriculum Development and Research

  Baroody, A. J., Cibulskis, M., Lai, M.-L. & Li, X., Apr 1 2004, In: Mathematical Thinking and Learning. 6, 2, p. 227-260

  Research output: Contribution to journal › Article › peer-review

  • Curriculum Development 100%
  • Learning Trajectories 100%
  • Curriculum Research 100%
  • Hypothetical Learning Trajectory 100%
  • Learning Trajectory 100%

• Inverting a Triangular Array: Involving Students in Mathematical Inquiry

  Baroody, A. J. & Wilkins, J. L. M., 2004, In: Mathematics Teaching in the Middle School. 9, 6, p. 306-313 8 p.

  Research output: Contribution to journal › Article › peer-review
• 2003

  Preface

  Baroody, A. J. & Dowker, A., Jan 1 2003, The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise. Lawrence Erlbaum Associates, p. xv-xxi

  Research output: Chapter in Book/Report/Conference proceeding › Foreword/postscript

• The developmental bases for early childhood number and operations standards

  Baroody, A. J., Oct 17 2003, Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Clements, D. H. & Sarama, J. (eds.). Taylor and Francis, p. 173-220 48 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

• The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge

  Baroody, A. J., Jan 1 2003, The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise. Lawrence Erlbaum Associates, p. 1-33 33 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

• The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise

  Baroody, A. J. (Editor) & Dowker, A. (Editor), Jan 1 2003, Lawrence Erlbaum Associates. 490 p.

  Research output: Book/Report/Conference proceeding › Book

  • Adaptive Capacity 100%
  • Arithmetic Skills 100%
  • Arithmetic Concepts 100%
  • Mathematical Learning 100%
  • Neuropsychologist 100%

• The development of children's understanding of additive commutativity: From protoquantitive concept to general concept?

  Baroody, A. J., Wilkins, J. L. M. & Tiilikainen, S. H., Jan 1 2003, The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise. Baroody, A. J. & Dowker, A. (eds.). Lawrence Erlbaum Associates, p. 127-160 34 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter

• The role of psychological research in the development of early childhood mathematics standards

  Baroody, A. J., Oct 17 2003, Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Clements, D. H. & Sarama, J. (eds.). Taylor and Francis, p. 149-171 23 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter