http://orcid.org/0000-0002-6782-3824
References
- Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243–275). New York, NY: Macmillan.
- Fuson, K. C. (2003). Developing mathematical power in whole number operations. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 68–94). Reston, Va: National Council of Teachers of Mathematics.
- Fuson, K. C. (2009). Avoiding misinterpretations of Piaget and Vygotsky: Mathematical teaching without learning, learning without teaching, or helpful learning-path teaching? Cognitive Development, 24(4), 343–361.
- Fuson, K. C., & Kwon, Y. (1991). Chinese-based regular and European irregular systems of number words: The disadvantages for English-speaking children. In K. Durkin & B. Shire (Eds.), Language and mathematical education (pp. 211–226). Milton Keynes, GB: Open University Press.
- Fuson, K. C., & Li, Y. (2009). Cross-cultural issues in linguistic, quantitative, and computational supports for mathematical thinking. ZDM – the International Journal on Mathematics Education, 41, 793–808.
- Fuson, K. C., & Smith, S., 2016, April, Children living in poverty can solve CCSS OA word problems. Presented at the Annual Conference of the National Council of Teachers of Mathematics, San Francisco, CA.
- Ho, C. S., & Fuson, K. C. (1998). Effects of language characteristics on children’s knowledge of teens quantities as tens and ones: Comparisons of Chinese, British, and American kindergartners. Journal of Educational Psychology, 90, 536–544.
- Menninger, K. (1958/1969). Zahlwort and Ziffer. Number words and number symbols: A cultural history of numbers (translated from the revised edition by Paul Broneer from the revised German edition). Cambridge, MA: The M.I.T. Press.