Arthur Baroody | University of Illinois at Urbana-Champaign (original) (raw)

Papers by Arthur Baroody

Research paper thumbnail of Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

Research paper thumbnail of A Forum for Researchers: How and When Should Place-Value Concepts and Skills Be Taught?

Journal for Research in Mathematics Education, Jul 1, 1990

Research paper thumbnail of Fostering Children's Mathematical Power

Routledge eBooks, Sep 1, 1998

Research paper thumbnail of Children's mathematical thinking

Research paper thumbnail of Thanks to the Following Reviewers

Cognition and Instruction, 2007

Research paper thumbnail of Children's Difficulties in Subtraction: Some Causes and Cures

The Arithmetic Teacher, Nov 1, 1984

Research paper thumbnail of Brief Report: Basic Counting Principles Used by Mentally Retarded Children

Journal for Research in Mathematics Education, Nov 1, 1986

Evidence of basic counting principles has been found in retarded children (Gelman, 1982), includi... more Evidence of basic counting principles has been found in retarded children (Gelman, 1982), including those who are moderately handicapped (Baroody & Snyder, 1983). However, Gelman found no evidence of a stable-order or a cardinality principle in mentally handicapped children with a mental age (MA) of less than 4½ years. The current study examined retarded children in the same MA category to (a) evaluate the hypothesis of a critical MA for learning basic counting principles and (b) further examine how an understanding of counting develops.

Research paper thumbnail of The development of preschoolers' counting skills and principles

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

Research paper thumbnail of Does a Learning Trajectory Facilitate Early Patterning Intervention?

Proceedings of the 2019 AERA Annual Meeting, 2019

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

Child Development, Mar 27, 2023

Research paper thumbnail of A Cognitive Analysis of Basic Arithmetic Abilities of TMR Children

Education and training of the mentally retarded, 1983

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

Psychonomic Bulletin & Review, Mar 5, 2018

Research paper thumbnail of Self-invented addition strategies by children with mental retardation

PubMed, Jul 1, 1996

Children with mental retardation often seem incapable of self-initiated learning. A training expe... more Children with mental retardation often seem incapable of self-initiated learning. A training experiment was designed to determine whether such children could spontaneously invent more efficient addition strategies for calculating simple sums; apply these strategies to larger, unpracticed combinations; and retain these strategies after 5 months. An experimental group and a control group were shown a basic concrete counting procedure. Over 6 months, the experimental group was given regular opportunities to practice computing sums. Many of them invented calculational short cuts. On immediate and delayed posttests, they used significantly more sophisticated strategies than did control participants. Results suggest that children with mental retardation can invent, transfer, and retain strategies for learning tasks.

Research paper thumbnail of Counting Ability of Moderately and Mildly Handicapped Children

Education and training of the mentally retarded, 1986

Research paper thumbnail of Using Concept Maps to Link Mathematical Ideas

Mathematics Teaching in the Middle School, May 1, 2000

Research paper thumbnail of Manipulatives Don't Come with Guarantees

The Arithmetic Teacher, 1989

Research paper thumbnail of The development of informal counting, number, and arithmetic skills and concepts

... Consider, for example, Piaget's (1965) classic number-conservation task in which... more ... Consider, for example, Piaget's (1965) classic number-conservation task in which a child is first shown two rows of items lined Vignette 2: A Systematic Counting Error* VIGNETTE COMMENTS During one of her frequent and spontaneous efforts to practice counting, five-year ...

Research paper thumbnail of Problem size and mentally retarded children's judgment of commutativity

PubMed, 1987

The effects of problem size on judgments of commutativity by 51 moderately and mildly mentally re... more The effects of problem size on judgments of commutativity by 51 moderately and mildly mentally retarded students were investigated. The task required subjects to judge whether commuted addition problems (e.g., 5 + 2 and 2 + 5) and noncommuted problems (e.g., 5 + 3 and 5 + 0) would have the same or different sum. Small problems had addends of five or less; large problems had at least one addend greater than five. The subjects' responses to the commutativity task were highly consistent across the two problem sizes. Results indicated that many retarded students who are given computational practice recognize the general principle that addend order does not affect the sum.

Research paper thumbnail of Early Childhood Corner: November 2001

Teaching children mathematics, Nov 1, 2001

Developing an understanding of number has historically been the focus of early childhood mathemat... more Developing an understanding of number has historically been the focus of early childhood mathematics instruction and a foundation for subsequent instruction. When should mathematics “instruction” begin? On what topics should initial instruction efforts focus? How should such efforts be implemented? This article addresses these questions.

Research paper thumbnail of Number-comparison learning by children classified as mentally retarded

PubMed, Mar 1, 1988

A training experiment was undertaken to determine whether children classified as mentally retarde... more A training experiment was undertaken to determine whether children classified as mentally retarded could learn a general magnitude-comparison rule ("The number that comes after another in the number sequence is more than the preceding number"). After a pretest, 22 subjects were randomly assigned to an experimental or a control training group. On both immediate and delayed posttests, the experimental subjects significantly outperformed control children on trained number pairs. A modest amount of transfer was also evident. The results suggest that a counting-based approach that utilizes rule rehearsal can help children classified as mentally retarded to use their representation of the number sequence to make mental magnitude comparisons.

Research paper thumbnail of Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

Research paper thumbnail of A Forum for Researchers: How and When Should Place-Value Concepts and Skills Be Taught?

Journal for Research in Mathematics Education, Jul 1, 1990

Research paper thumbnail of Fostering Children's Mathematical Power

Routledge eBooks, Sep 1, 1998

Research paper thumbnail of Children's mathematical thinking

Research paper thumbnail of Thanks to the Following Reviewers

Cognition and Instruction, 2007

Research paper thumbnail of Children's Difficulties in Subtraction: Some Causes and Cures

The Arithmetic Teacher, Nov 1, 1984

Research paper thumbnail of Brief Report: Basic Counting Principles Used by Mentally Retarded Children

Journal for Research in Mathematics Education, Nov 1, 1986

Evidence of basic counting principles has been found in retarded children (Gelman, 1982), includi... more Evidence of basic counting principles has been found in retarded children (Gelman, 1982), including those who are moderately handicapped (Baroody & Snyder, 1983). However, Gelman found no evidence of a stable-order or a cardinality principle in mentally handicapped children with a mental age (MA) of less than 4½ years. The current study examined retarded children in the same MA category to (a) evaluate the hypothesis of a critical MA for learning basic counting principles and (b) further examine how an understanding of counting develops.

Research paper thumbnail of The development of preschoolers' counting skills and principles

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...

Research paper thumbnail of Does a Learning Trajectory Facilitate Early Patterning Intervention?

Proceedings of the 2019 AERA Annual Meeting, 2019

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

Child Development, Mar 27, 2023

Research paper thumbnail of A Cognitive Analysis of Basic Arithmetic Abilities of TMR Children

Education and training of the mentally retarded, 1983

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

Psychonomic Bulletin & Review, Mar 5, 2018

Research paper thumbnail of Self-invented addition strategies by children with mental retardation

PubMed, Jul 1, 1996

Children with mental retardation often seem incapable of self-initiated learning. A training expe... more Children with mental retardation often seem incapable of self-initiated learning. A training experiment was designed to determine whether such children could spontaneously invent more efficient addition strategies for calculating simple sums; apply these strategies to larger, unpracticed combinations; and retain these strategies after 5 months. An experimental group and a control group were shown a basic concrete counting procedure. Over 6 months, the experimental group was given regular opportunities to practice computing sums. Many of them invented calculational short cuts. On immediate and delayed posttests, they used significantly more sophisticated strategies than did control participants. Results suggest that children with mental retardation can invent, transfer, and retain strategies for learning tasks.

Research paper thumbnail of Counting Ability of Moderately and Mildly Handicapped Children

Education and training of the mentally retarded, 1986

Research paper thumbnail of Using Concept Maps to Link Mathematical Ideas

Mathematics Teaching in the Middle School, May 1, 2000

Research paper thumbnail of Manipulatives Don't Come with Guarantees

The Arithmetic Teacher, 1989

Research paper thumbnail of The development of informal counting, number, and arithmetic skills and concepts

... Consider, for example, Piaget's (1965) classic number-conservation task in which... more ... Consider, for example, Piaget's (1965) classic number-conservation task in which a child is first shown two rows of items lined Vignette 2: A Systematic Counting Error* VIGNETTE COMMENTS During one of her frequent and spontaneous efforts to practice counting, five-year ...

Research paper thumbnail of Problem size and mentally retarded children's judgment of commutativity

PubMed, 1987

The effects of problem size on judgments of commutativity by 51 moderately and mildly mentally re... more The effects of problem size on judgments of commutativity by 51 moderately and mildly mentally retarded students were investigated. The task required subjects to judge whether commuted addition problems (e.g., 5 + 2 and 2 + 5) and noncommuted problems (e.g., 5 + 3 and 5 + 0) would have the same or different sum. Small problems had addends of five or less; large problems had at least one addend greater than five. The subjects' responses to the commutativity task were highly consistent across the two problem sizes. Results indicated that many retarded students who are given computational practice recognize the general principle that addend order does not affect the sum.

Research paper thumbnail of Early Childhood Corner: November 2001

Teaching children mathematics, Nov 1, 2001

Developing an understanding of number has historically been the focus of early childhood mathemat... more Developing an understanding of number has historically been the focus of early childhood mathematics instruction and a foundation for subsequent instruction. When should mathematics “instruction” begin? On what topics should initial instruction efforts focus? How should such efforts be implemented? This article addresses these questions.

Research paper thumbnail of Number-comparison learning by children classified as mentally retarded

PubMed, Mar 1, 1988

A training experiment was undertaken to determine whether children classified as mentally retarde... more A training experiment was undertaken to determine whether children classified as mentally retarded could learn a general magnitude-comparison rule ("The number that comes after another in the number sequence is more than the preceding number"). After a pretest, 22 subjects were randomly assigned to an experimental or a control training group. On both immediate and delayed posttests, the experimental subjects significantly outperformed control children on trained number pairs. A modest amount of transfer was also evident. The results suggest that a counting-based approach that utilizes rule rehearsal can help children classified as mentally retarded to use their representation of the number sequence to make mental magnitude comparisons.