Citations (29)
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Arthur J. Baroody, David J. Purpura, Michael D. Eiland & Erin E. Reid. (2014) Fostering First Graders’ Fluency With Basic Subtraction and Larger Addition Combinations Via Computer-Assisted Instruction. Cognition and Instruction 32:2, pages 159-197.
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Aki Murata. (2013) Diversity and High Academic Expectations Without Tracking: Inclusively Responsive Instruction. Journal of the Learning Sciences 22:2, pages 312-335.
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ArthurJ. Baroody, MichaelD. Eiland, DavidJ. Purpura & ErinE. Reid. (2012) Fostering At-Risk Kindergarten Children's Number Sense. Cognition and Instruction 30:4, pages 435-470.
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Aki Murata. (2008) Mathematics Teaching and Learning as a Mediating Process: The Case of Tape Diagrams. Mathematical Thinking and Learning 10:4, pages 374-406.
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Yew Lee Marcruz Ong & Manabu Kawata. Teacher support for children’s base-10 understanding in Japanese kindergartens. International Journal of Early Years Education 0:0, pages 1-17.
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Articles from other publishers (24)
Arthur J. Baroody, Douglas H. Clements & Julie Sarama. (2022) Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories. Education Sciences 12:3, pages 195.
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Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Candace Joswick & Christopher B. Wolfe. (2019) Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. American Educational Research Journal 56:6, pages 2509-2530.
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Jody Clarke-Midura, Victor R. Lee, Jessica F. Shumway & Megan M. Hamilton. (2019) The building blocks of coding: a comparison of early childhood coding toys. Information and Learning Sciences 120:7/8, pages 505-518.
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Camilla Björklund, Angelika Kullberg & Ulla Runesson Kempe. (2018) Structuring versus counting: critical ways of using fingers in subtraction. ZDM 51:1, pages 13-24.
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Arthur J. Baroody, Douglas H. Clements & Julie Sarama. 2019. The Wiley Handbook of Early Childhood Care and Education. The Wiley Handbook of Early Childhood Care and Education
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Julie Sarama & Douglas H. Clements. 2019. Designing, Conducting, and Publishing Quality Research in Mathematics Education. Designing, Conducting, and Publishing Quality Research in Mathematics Education
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Joanna Schiffman & Elida V. Laski. (2018) Materials count: Linear-spatial materials improve young children’s addition strategies and accuracy, irregular arrays don’t. PLOS ONE 13:12, pages e0208832.
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Silvana Maria R. Watson, João Lopes, Célia Oliveira & Sharon Judge. (2018) Error patterns in Portuguese students’ addition and subtraction calculation tasks. Journal for Multicultural Education 12:1, pages 67-82.
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Xu Hua Sun & Maria G. Bartolini Bussi. 2018. Building the Foundation: Whole Numbers in the Primary Grades. Building the Foundation: Whole Numbers in the Primary Grades
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Yvonne Lai, Mary Alice Carlson & Ruth M. Heaton. 2018. Mathematics Matters in Education. Mathematics Matters in Education
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Judit Moschkovich. (2017) Revisiting Early Research on Early Language and Number Names. EURASIA Journal of Mathematics, Science and Technology Education 13:7b.
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Santi Sinnakaudan & Munirah Ghazali. (2015) Why year one students have difficulties in mastering the numbers parts-whole relationship?. Why year one students have difficulties in mastering the numbers parts-whole relationship?.
Arthur J. Baroody, David J. Purpura, Michael D. Eiland & Erin E. Reid. (2015) The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations. Early Childhood Research Quarterly 30, pages 93-105.
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Karen C. Fuson & Yeping Li. 2014. Mathematics Curriculum in School Education. Mathematics Curriculum in School Education
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Patrick McGuire & Mable B. Kinzie. (2013) Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics. Early Childhood Education Journal 41:5, pages 355-364.
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Arthur J. Baroody, Michael D. Eiland, David J. Purpura & Erin E. Reid. (2013) Can Computer-Assisted Discovery Learning Foster First Graders’ Fluency With the Most Basic Addition Combinations?. American Educational Research Journal 50:3, pages 533-573.
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Douglas H. Clements & Julie Sarama. 2013. Reconceptualizing Early Mathematics Learning. Reconceptualizing Early Mathematics Learning
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Julie L. Booth & Kenneth R. Koedinger. (2011) Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology 82:3, pages 492-511.
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Zi-Juan Cheng. (2012) Teaching young children decomposition strategies to solve addition problems: An experimental study. The Journal of Mathematical Behavior 31:1, pages 29-47.
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Sharon Sui Ngan Ng & Nirmala Rao. (2010) Chinese Number Words, Culture, and Mathematics Learning. Review of Educational Research 80:2, pages 180-206.
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Karen C. Fuson & Yeping Li. (2009) Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking. ZDM 41:6, pages 793-808.
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Karen C. Fuson. (2009) Avoiding misinterpretations of Piaget and Vygotsky: Mathematical teaching without learning, learning without teaching, or helpful learning-path teaching?. Cognitive Development 24:4, pages 343-361.
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Arthur J. Baroody, Neet Priya Bajwa & Michael Eiland. (2009) Why can't Johnny remember the basic facts?. Developmental Disabilities Research Reviews 15:1, pages 69-79.
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Catherine Lewis, Rebecca Perry & Aki Murata. (2016) How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher 35:3, pages 3-14.
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