College of Education Curriculum & Instruction http://education.illinois.edu/CI/frp/baroody

Faculty Research Profiles: Arthur Baroody

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Professor Emeritus

Curriculum & Instruction
110A Children's Research Center
51 Gerty Dr. MC 670
Champaign, IL 61820USA
business217 333-4791
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Research Biography

My research has focused on the teaching and learning of the following basic number and arithmetic skills and concepts by young children and children with learning difficulties:

- Initial number concepts and skills
- Counting skills and principles
- Informal addition strategies
- Arithmetic concepts such as the principle of commutativity (a + b = b + a)
- Number-fact mastery

I am currently the Principal Investigator for the following research projects:

Fostering Fluency with Basic Addition and Subtraction”; funding from the Institute of Education Sciences, U.S. Department of Education pending, 7/1/2008–6/30/2012. 

Two recently completed projects for which I was the Principal Investigator are:

(a) Developing an Intervention to Foster Early Number Sense and Skill (R305K050082), funded by the Institute of Education Sciences, U.S. Department of Education (6/16/2005–6/15/2009) and

(b) Key Transitions in Preschoolers Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education (Kelly S. Mix, Michigan State University, co-PI), funded by the Spencer Foundation Major Grants Program, 7/03-12/08.

I am also a co-PI on two other projects: 

(a) Computer-guided Comprehensive Mathematics Assessment for Young Children funded by the Program in Early Learning and School Readiness, National Institutes of Health, 10/1/2005–9/30/2010.

(b) UIUC Postdoctoral Research Training Program in Mathematics Education (R305B1000017), Institute of Education Sciences, U.S. Department of Education, 3/1/2010-8/15/2014.

Recent scholarly publications include:

Baroody, A. J., Bajwa, N. P., & Eiland, M. (2009). Why can't Johnny remember the basic facts? Developmental Disabilities Research Reviews, 15, 69-79 (Special issue on "Pathways to Mathematical Learning Disabilities," guest edited by M. Mazzocco).

*Baroody, A. J., Eiland, M., & Thompson, B. (2009). Fostering at-risk preschoolers' number sense. Early Education and Development, 20, 80-120.

Baroody, A. J., Lai, M.-L., Li, X., & Baroody, A. E. (2009). Preschoolers’ understanding of subtraction-related principles. Mathematics Thinking and Learning, 11, 41-60 (Special Issue on "Young Children's Understanding and Application of Subtraction-Related Principles," guest edited by L. Verschaffel & J. Torbeyns).

Baroody, A. J., Torbeyns, J., & Verschaffel, L. (2009). Young children's understanding and application of subtraction-related principles: Introduction. Mathematics Thinking and Learning, 11, 2-9 (Special Issue on "Young Children's Understanding and Application of Subtraction-Related Principles," guest edited by L. Verschaffel & J. Torbeyns).

Baroody, A. J., Li, X., & Lai, M.-L. (2008). Toddlers’ spontaneous attention to number. Mathematics Thinking and Learning, 10, 1–31.

Lai, M.-L., Baroody, A. J., & Johnson, A. R. (2008). Fostering Taiwanese preschoolers’ understanding of the addition-subtraction inverse principle. Cognitive Development, 23, 216-235.

Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38(2), 115–131..

Baroody, A. J., & Lai, M.-L. (2007). Preschoolers’ understanding of the addition-subtraction inverse principle: A Taiwanese sample. Mathematics Thinking and Learning, 9, 131–171.

Baroody, A. J., Tiilikainen, S. H., & Tai, Y. (2006).  The application and development of an addition goal sketch. Cognition and Instruction, 24, 123–170.

Baroody, A. J., Lai, M.-L., & Mix, K. S. (2006).  The development of young children’s number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.) Handbook of Research on the Education of Young Children (pp. 187–221). Mahwah, NJ: Lawrence Erlbaum Associates.

Mix, K. S., Sandhofer, C. M., & Baroody, A. J.  (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In R. Kail (Ed.), Advances in Child Development and Behavior, Vol. 33 (pp. 305–346). New York: Academic Press.

Baroody, A. J., Cibulskis, M., Lai, M.-L., & Li, X.  (2004). Comments on the use of learning trajectories in curriculum development and research. Mathematical Thinking and Learning, 6, 227–260.

Baroody, A. J., & Dowker, A. (2003).  The development of arithmetic concepts and skills:  Constructing adaptive expertise.  “Studies in Mathematics Thinking and Learning” series, edited by A. Schoenfeld.  Mahwah, NJ: Lawrence Erlbaum Associates.

As an educational and developmental psychologist, I am particularly interested in applying developmental theory and research to improving instruction, especially in the areas of early childhood and elementary mathematics education. Some of my recent work in this area include the following:

(1) Co-writer for the number and operation standards for early childhood mathematics (in D. Clements, J., & Sarama, J. (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.

(2) Co-author with Herbert P. Ginsburg, Test of Early Mathematics Ability (3rd ed.), published in 2003 by Pro-Ed, Austin, TX.

(3) Author of Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction, published in (1998) by Lawrence Erlbaum Associates.

(4) Author of Baroody, A. J., with Johnson, A. R. (in preparation). Helping struggling learners achieve mathematical proficiency. Norwood, MA: Christopher-Gordon Publishers Inc. 

Recent articles for teachers include:

(a) Baroody, A. J. (2006). Why children have difficulties mastering the basic number facts and how to help them. Teaching Children Mathematics, 13, 22–31.

(b) Baroody, A. J., & Wilkins, J. L. M. (2004). The inverting-a triangular array problem: An opportunity to involve students in the processes of mathematical inquiry. Mathematics Teaching in the Middle School, 9(6), 306–313.

(c) Baroody, A. J., & Benson. A. P. (2001).  Early number instruction.  Teaching Children Mathematics, 8(3), 154–158.

(d)Baroody, A. J., & Bartels, B. H. (2001). Assessing understanding in mathematics with concept mapping. Mathematics in School, 30(3), 24–27.

(e) Isenbarger, L. M., & Baroody, A. J. (2001).  Fostering the mathematical power of children with behavioral difficulties: The case of Carter. Teaching Children Mathematics, 7(8), 468–471.

(f) Baroody, A. J. (2000).  Does mathematics instruction for 3- to 5-year olds really make sense?  Young Children, 55(4), 61–67.

(g) Baroody, A. J., & Bartels, B. H. (2000).  Using concept maps to link mathematical ideas.  Mathematics Teaching in the Middle School, 5(9), 604–609.

 

Degrees

  • Ph.D., Educational and Developmental Psychology, Cornell University, 1979
  • B.S., Science Education, Cornell University, 1969

Key Professional Appointments

  • Professor, Curriculum & Instruction, University of Illinois, 1994--
  • Associate Professor, Curriculum & Instruction, University of Illinois, 1989-1994
  • Assistant Professor, Elementary and Early Childhood Education, University of Illinois, 1986-1989
  • Research Associate/Assistant Professor, Center for Study of Psychological Development, University of Rochester, 1980-1986
  • Assistant Professor, Developmental Psychology, Keuka College, 1978-1986

Activities & Honors

  • Co-Guest Editor for Special Issue, Mathematical Thinking and Learning, 2007-2008
  • Early Childhood Mathematics Education Panel Member, National Academies of Science, 2007
  • Reviewer, U.S. Department of Education, 2007
  • External Reviewer, Arizona State University, 2007
  • Recommendation for professional nomination, State University of New York at Buffalo, 2007
  • Reviewer, Professional Journals, 2007
  • Reviewer of book proposal, Teachers College Press, 2007
  • Review panel, grant proposal, Institute of Education Scienses, U.S. Department of Education, 2006-2008
  • Consultant, National Council of Teachers of Mathematics, 2006-2007
  • Consultant, NickJr.com, 2006-2007
  • External reviewer, faculty promotion, University of California-Berkeley, 2006
  • Consultant, Leap Frog, 2006
  • Ad Hoc Reviewer, Early Childhood Research Quarterly, 2006
  • Consultant, University of Chicago School Mathematics Project, 2005-2006
  • Disertation Award Committee, The Spencer Foundation, 2005
  • External reviewer, National Institutes of Health, 2005
  • Reviewer of Handbook chapter, Lawrence Erlbaum Associates, Inc., 2005
  • External reviewer, University of New York at Buffalo, 2005
  • Reviewer, Professional Journals, 2005
  • Inservice instructor, Unity West Elementary School, 2005
  • National Advisory Board/External Evaluator, Teachers College, Columbia University, 2004-2009
  • Editorial Panel Member, Journal for Research in Mathematics Education, 2004-2007
  • Consultant, National Office, Arlington, VA, Public Broadcasting Service, 2004-2005
  • Member of the Site Evaluation Team, National Science Foundation, 2004
  • Reviewer of grant proposal, , U.S. Department of Education, 2004
  • Reviewer of grant proposal, U.S. Department of Education, 2004
  • External Reviewer for Promotion , University of Houston, 2004
  • Reviewer of grant proposal, Ministry of Education of Belgium, 2004
  • Reviewer for journal articles, Professional Journals, 2004
  • Reviewer of book chapters, Lawrence Erlbaum Associates, Inc., 2004
  • Reviewer of book chapters, Blackwell, 2004
  • Teacher In-Service Leader, Local Schools, 2004
  • Consultant, Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), U.S. Department of Education, 2003
  • Proposal Reviewer, School Readiness Review Panel, National Institute of Child Health and Human Development, 2003
  • Invited Main Speaker, Mountain Plains Regional Resource Center, 2003
  • Faculty Fellow, College of Education, 1999-2000
  • Ediorial Board Member, Early Education and Development, 1989-2006

Grants

  • Principal Investigator, Fostering Fluency with Basic Addition & Subtraction Facts, Institute of Education Sciences, 2008
  • Principal Investigator, Computer-guided Comprehensive Mathematics Assessment for Young Children, National Institutes of Health (Teachers College, Columbia University), 2005
  • Principal Investigator, Developing an Intervention to Foster Early Number Sense and Skill, Institute of Education Sciences, 2005
  • Principal Investigator, Key Transitions in Preschoolers' Number and Arithmetic Development: The Psychological Foundations of Early Childhood, The Spencer Foundation, 2003
  • Principal Investigator, Foundations of Number and Operations Sense, National Science Foundation, 2001

Selected Publications

  • Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38, 115-131.
  • Baroody, A. J., Eiland, M., & Thompson, B. (in press). Fostering at-risk preschoolers' number sense. Early Education and Development.
  • Baroody, A. J., & Lai, M. (2007). Preschoolers' understanding of the addition-subtraction inverse principle: A Taiwanese sample. Mathematics Thinking and Learning, 9, 131-171.
  • Baroody, A. J., Lai, M.-L., Li, X., & Baroody, A. E. (in press). Preschoolers’ understanding of subtraction-related principles. Mathematics Thinking and Learning (Special Issue on “Young Children’s Understanding and Application of Subtraction-Related Principles,” guest edited by L. Verschaffel, A. J. Baroody, & J. Torbeyns).
  • Baroody, A. J., Li, X., & Lai, M.-L. (in press). Toddlers’ spontaneous attention to number. Mathematics Thinking and Learning.

Selected Links


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