Biography

Art Baroody is a Professor of Curriculum & Instruction (early childhood and elementary mathematics education) at the University of Illinois at Urbana-Champaign. His research focuses on the teaching and learning of basic counting, number, and arithmetic concepts and skills by young children and children with learning difficulties. He is currently the Principal Investigator for grants from the Spencer Foundation (“Key Transitions in Preschoolers’ Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education”; 7/1/2003–6/30/2008) and the U.S. Department of Education (“Developing an Intervention to Foster Early Number Sense and Skill”; 6/16/2005–6/15/2008). He is also the Co- Principal Investigator for a grant from the National Institutes of Health (“Computer-guided Comprehensive Mathematics Assessment for Young Children”; 10/1/2005–9/30/2010). Dr. Baroody is the author of a number of books on teaching children mathematics, including Fostering Children’s Mathematical Power: An Investigative Approach to K—8 Mathematics Instruction (published 1998 by Lawrence Erlbaum Associates), and is the co-author of the Test of Early Mathematics Ability (3rd edition; published 2003 by Pro-Ed). He co-edited a book with Ann Dowker (Cambridge University) on mathematical learning (The development of arithmetic concepts and skills: Constructing adaptive expertise), which part of the “Studies in Mathematics Thinking and Learning” series, edited by A. Schoenfeld and published by Erlbaum Associates in 2003.

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Key Professional Appointments

ProfessorCurriculum & Instruction, University of Illinois, 1994 - present

Associate ProfessorCurriculum & Instruction, University of Illinois, 1989 - 1994

Assistant ProfessorElementary and Early Childhood Education, University of Illinois, 1986 - 1989

Research Associate/Assistant ProfessorCenter for Study of Psychological Development, University of Rochester, 1980 - 1986

Assistant ProfessorDevelopmental Psychology, Keuka College, 1978 - 1986

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Education

Ph.D., Educational and Developmental Psychology, Cornell University, 1979

B.S., Science Education, Cornell University, 1969

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Awards, Honors, Associations

Early Childhood Mathematics Education Panel MemberNational Academies of Science, 2007 - 2007

Faculty FellowCollege of Education, 1999 - 2000

Research & Service

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.

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Publications

Baroody, A., & Lai, M. (2007) Preschoolers' understanding of the addition-subtraction inverse principle: A Taiwanese sample Mathematics Thinking and Learning

Baroody, A., Feil, Y., & Johnson, A. (2007) An alternative reconceptualization of procedural and conceptual knowledge Journal for Research in Mathematics Education

Ginsburg, H., & Baroody, A. (2007) Test de competencia matemática basica [Test of Early Mathematics Ability (3rd ed.) (TEMA-3).] (M. C. Núñez del Río & I. L. Guerra, Trans.).. TEA Ediciones: Madrid, Spain

Baroody, A., Tiilikainen, S., & Tai, Y. (2006) The application and development of an addition goal sketch Cognition and Instruction

Baroody, A., & Lai, M. (2006) -L., & Mix, K. S. (2006). The development of young children's number and operation sense and its implications for early childhood education. Handbook of research on the education of young children Erlbaum: Mahwah, NJ

Baroody, A., Tiilikainen, S., & Tai, Y. (2006) The application and development of an addition goal sketch Cognition and Instruction

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

Mix, K., Sandhofer, C., & Baroody, A. (2005) Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. Advances in child development and behavior Academic Press: New York

Baroody, A. (2005) [Review of "Teaching Inclusive Mathematics to Special Learners, K-6] Teaching Children Mathematics

Baroody, A. (2005) A perspective on teaching special learners. [Review of Teaching inclusive mathematics to special learners] Teaching Children Mathematics

Baroody, A. (2005) Discourse and research on an overlooked aspect of mathematical reasoning. [Review of Reasoning by mathematical induction in children's arithmetic] American Journal of Psychology

Baroody, A. (2004) A perspective on school mathematics reform. [Review of Standards-based school mathematics curricula: What are they?] American Journal of Psychology

Baroody, A. (2004) The role of psychological research in the development of early childhood mathematics standards. Engaging young children in mathematics: Standards for early childhood mathematics education Erlbaum: Mahwah, NJ

Baroody, A. (2004) The developmental bases for early childhood number and operations standards. Engaging young children in mathematics: Standards for early childhood mathematics education Erlbaum: Mahwah, NJ

Baroody, A., Cibulsksis, M., Lai, M., & Li, X. (2004) Comments on the use of learning trajectories in curriculum development and research Mathematical Thinking and Learning

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

Baroody, A. (2003) The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. The development of arithmetic concepts and skills: Constructing adaptive expertise Erlbaum: Mahwah, NJ

Baroody, A., Wilkins, J., & Tiilikainen, S. (2003) Two views of addition development. The development of arithmetic concepts and skills: Constructing adaptive expertise Erlbaum: Mahwah, NJ

Baroody, A., Wilkins, J., & Tiilikainen, S. (2003) The development of children's understanding of additive commutativity: From protoquantitative concept to general concept?. The development of arithmetic concepts and skills: Constructing adaptive expertise Erlbaum: Mahwah, NJ

Baroody, A., & Dowker, A. (2003) The development of arithmetic concepts and skills: Constructing adaptive expertise. Studies in mathematics thinking and learning Erlbaum: Mahwah, NJ link >

Ginsburg, H., & Baroody, A. (2003) Test of Early Mathematics Ability—Third Edition (TEMA-3). Austin, TX: Pro-Ed.(Chinese edition of the TEMA-2, 1996; TEMA-2; 1990; TEMA, 1983) The TEMA is an individually administered pre-kindergarten to third-grade mathematics norm referenced/diagnostic test

Baroody, A., & Johnson, A.. Helping struggling learners achieve mathematical proficiency.. Christopher-Gordon Publishers: Norwood, MA

Lai, M., Baroody, A., & Johnson, A.. Fostering Taiwanese preschoolers’ understanding of the addition-subtraction inverse principle Cognitive Development

Hannon, B., Baroody, A., & Sebestik, J.. Re-inventing the quadratic equation: The story of the sorry clockmaker Teaching Middle School Mathematics

Baroody, A., & Li, X.. Mathematics instruction that makes sense for 2 to 5 year olds. Development and Education: Research Reviews from Young Children The National Association for the Education of Young Children: New York

Benson, A., & Baroody, A.. The case of Blake: Number-word and number development Early Childhood Research Quarterly

Baroody, A., Lai, M., & Baroody, A.. Preschoolers’ understanding of the addition-subtraction inverse principle Journal for Research in Mathematics Education

Baroody, A., Lai, M., Li, X., & Baroody, A.. Preschoolers' understanding of subtraction-related principles Mathematics Thinking and Learning

Baroody, A., Eiland, M., & Thompson, B.. Fostering at-risk preschoolers' number sense Early Education and Development

Baroody, A., Li, X., & Lai, M.. Toddlers’ spontaneous attention to number Mathematics Thinking and Learning

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Grants

Principal InvestigatorFoundations of Number and Operations Sense, National Science Foundation, 9/15/2001 12:00:00 AM - 8/31/2005 12:00:00 AM

Principal InvestigatorFostering Fluency with Basic Addition & Subtraction Facts, Institute of Education Sciences, 7/1/2008 12:00:00 AM - 6/30/2013 12:00:00 AM

Principal InvestigatorComputer-guided Comprehensive Mathematics Assessment for Young Children, National Institutes of Health (Teachers College, Columbia University), 9/30/2005 12:00:00 AM - 6/30/2011 12:00:00 AM

Principal InvestigatorDeveloping an Intervention to Foster Early Number Sense and Skill, Institute of Education Sciences, 6/16/2005 12:00:00 AM - 6/15/2009 12:00:00 AM

Principal InvestigatorKey Transitions in Preschoolers' Number and Arithmetic Development: The Psychological Foundations of Early Childhood, The Spencer Foundation, 7/1/2003 12:00:00 AM - 12/31/2008 12:00:00 AM

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Service

National Advisory Board/External EvaluatorTeachers College, Columbia University, 2004 - 2009

Co-Guest Editor for Special IssueMathematical Thinking and Learning, 2007 - 2008

Review panel, grant proposalInstitute of Education Scienses, U.S. Department of Education, 2006 - 2008

ReviewerProfessional Journals, 2007 - 2007

ReviewerU.S. Department of Education, 2007 - 2007

Reviewer of book proposalTeachers College Press, 2007 - 2007

Recommendation for professional nominationState University of New York at Buffalo, 2007 - 2007

External ReviewerArizona State University, 2007 - 2007

ConsultantNational Council of Teachers of Mathematics, 2006 - 2007

ConsultantNickJr.com, 2006 - 2007

Editorial Panel MemberJournal for Research in Mathematics Education, 2004 - 2007

External reviewer, faculty promotionUniversity of California-Berkeley, 2006 - 2006

ConsultantLeap Frog, 2006 - 2006

Ad Hoc ReviewerEarly Childhood Research Quarterly, 2006 - 2006

ConsultantUniversity of Chicago School Mathematics Project, 2005 - 2006

Ediorial Board MemberEarly Education and Development, 1989 - 2006

Disertation Award CommitteeThe Spencer Foundation, 2005 - 2005

Inservice instructorUnity West Elementary School, 2005 - 2005

External reviewerNational Institutes of Health, 2005 - 2005

External reviewerUniversity of New York at Buffalo, 2005 - 2005

Reviewer of Handbook chapterLawrence Erlbaum Associates, Inc., 2005 - 2005

ReviewerProfessional Journals, 2005 - 2005

ConsultantNational Office, Arlington, VA, Public Broadcasting Service, 2004 - 2005

External Reviewer for PromotionUniversity of Houston, 2004 - 2004

Member of the Site Evaluation TeamNational Science Foundation, 2004 - 2004

Reviewer for journal articlesProfessional Journals, 2004 - 2004

Reviewer of book chaptersBlackwell, 2004 - 2004

Reviewer of book chaptersLawrence Erlbaum Associates, Inc., 2004 - 2004

Teacher In-Service LeaderLocal Schools, 2004 - 2004

Reviewer of grant proposal, U.S. Department of Education, 2004 - 2004

Reviewer of grant proposalMinistry of Education of Belgium, 2004 - 2004

Reviewer of grant proposalU.S. Department of Education, 2004 - 2004

Proposal ReviewerSchool Readiness Review Panel, National Institute of Child Health and Human Development, 2003 - 2003

Invited Main SpeakerMountain Plains Regional Resource Center, 2003 - 2003

ConsultantEarly Childhood Longitudinal Study, Birth Cohort (ECLS-B), U.S. Department of Education, 2003 - 2003

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Courses

Tchg Elementary Mathematics Examines the organization, scope, and sequence of the mathematics program and the functional nature of mathematics; methods, techniques, experiences, and materials of value in teaching mathematics, and the role of the classroom teacher. Includes laboratory experience, with supervised problem solving. Course Information: 4 undergraduate hours. 4 graduate hours. Credit is not given for both CI 430 and CI 431. Prerequisite: MATH 103; admission to the Special Education Program.

Arthur Baroody

Professor Emeritus, Curriculum & Instruction

Contact

Office

110A Children's Research Center
51 E. Gerty
Champaign, IL 61820

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