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 a National Science Foundation grant (“Development of the Electronic Test of Early Numeracy”; 9/15/2016–8/31/2021). He is also the Co- Principal Investigator for an Institute of Education Sciences grant ("Evaluating the Efficacy of Learning Trajectories in Early Mathematics"; 7/1/2015–6/30/2019) awarded to the University of Denver. 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

Professor Curriculum & Instruction, University of Illinois, 1994 - present

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

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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

Faculty Fellow College of Education, 1999 - 2000

Early Childhood Mathematics Education Panel Member National Academies of Science, 2007 - 2007

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
- Number-fact mastery

Previous research grants include:

(a) “The Production of Background Research for the National Governors’ Association (NGA) Center Project on Early Mathematics,” Douglas Clements, Arthur J. Baroody (co-PI), and Julie Sarama; 7/19/13–11/31/13 (awarded to the University of Denver).

(b) “UIUC Postdoctoral Research Training Program in Mathematics Education” (R305B1000017), Sarah Lubienski, Arthur J. Baroody (co-PI), and Joseph Robinson, funded by IES/USDE; 3/1/2010–8/15/2016.

(c) "Fostering Fluency with Basic Addition and Subtraction” (R305A080479); funding from the Institute of Education Sciences, U.S. Department of Education, Arthur J. Baroody (PI), 7/1/2008–6/30/2012.

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

(e) "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.

(f) Computer-guided Comprehensive Mathematics Assessment for Young Children"; funded by the Program in Early Learning and School Readiness, National Institutes of Health, Herbert P. Ginsburg (PI) & Arthur J. Baroody (co-PI), 10/1/2005–9/30/2010.

(g) "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 (*indicates a refereed publication; † denotes an invited publication) :

†Baroody, A. J., & Li, X. (2016). The construct and measurement of spontaneous attention to number. European Journal of Developmental Psychology, 10, 135–165. doi: 10.1080/17405629.2016.1147345

*Baroody, A. J., Purpura, D. J., Eiland, Reid, E. E., & Paliwal, V. (2016). Does fostering reasoning strategies for relatively difficult basic combinations promote transfer? Journal of Educational Psychology, 108, 576–591. doi: 10.17105/SPR44-1.41-59

*Purpura, D. J., Baroody, A. J., Eiland, M. D., & Reid, E. E. (2016). Fostering first-graders' reasoning strategies with basic sums: The value of guided-training. Elementary School Journal. 117, 72–100.doi: 10.1086/687809

*Reid, E. E., Baroody, A. J., & Purpura, D. J. (2016). Assessing young children’s number magnitude representation: a comparison between novel and conventional tasks. Journal of Cognition and Development, 16, 759–779. doi:10.1080/15248372.2014.920844

*Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (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, 93–105. doi: 10.1016/j.ecresq.2014.09.003

†*Li, X., Chi, L., DeBey, M., & Baroody, A. J. (2015). A study of early childhood mathematics teaching in the U.S. and China. Early Education and Development, 26. doi: 10.1080/10409289.2015.994464

*Purpura, D. J., Reid, E. E., Eiland, M. D., & Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties. School Psychology Review, 44, 41–59.

*Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2014). Fostering first-graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. Cognition and Instruction, 32, 159–197. doi: 10.1080/07370008.2014.887084

*Li, X., & Baroody, A. J. (2014). Young children's spontaneous attention to number and verbal quantification skills. European Journal of Developmental Psychology, 11(5), 608–623. doi: 10.1080/17405629.2014.896788

*Li, X., Sun, Y., Baroody, A. J., & Purpura, D. J. (2013). The effect of language on Chinese and American 2- and 3-Year olds’ small number identification. European Journal of Psychology of Education, 28(4), 1525–1542. doi: 10.1007/s10212-013-0180-7

*Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50, 533–573. doi: 10.3102/0002831212473349

*Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numerical knowledge. Journal of Educational Psychology, 105, 453–464. doi: 10.1037/a0031753

*Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2012). Fostering kindergarten children’s number sense. Cognition and Instruction, 30(4), 435–470. doi: 10.1080/07370008.2012.720152

*Palmer, A., & Baroody, A. J. (2011). Blake’s development of the number words “one,” “two,” and “three.” Cognition & Instruction, 29(3), 265–296. doi: 10.1080/07370008.2011.583370

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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 9, 131-171

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

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

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 24 (1), 123-170

Baroody, A., Tiilikainen, S., & Tai, Y. (2006) The application and development of an addition goal sketch Cognition and Instruction 24 (1), 123–170

Baroody, A. (2005) [Review of "Teaching Inclusive Mathematics to Special Learners, K-6] 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) 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 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. (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., & 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 9 (6), 306-313

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 6, 227-260

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

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

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

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

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

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

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

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

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

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Grants

Principal Investigator Fostering Fluency with Basic Addition & Subtraction Facts, Institute of Education Sciences, 2008 - 2013

Principal Investigator Computer-guided Comprehensive Mathematics Assessment for Young Children, National Institutes of Health (Teachers College, Columbia University), 2005 - 2011

Principal Investigator Developing an Intervention to Foster Early Number Sense and Skill, Institute of Education Sciences, 2005 - 2009

Principal Investigator Key Transitions in Preschoolers' Number and Arithmetic Development: The Psychological Foundations of Early Childhood, The Spencer Foundation, 2003 - 2008

Principal Investigator Foundations of Number and Operations Sense, National Science Foundation, 2001 - 2005

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Service

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

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

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

Reviewer of book proposal Teachers College Press, 2007 - 2007

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

Reviewer Professional Journals, 2007 - 2007

Reviewer U.S. Department of Education, 2007 - 2007

External Reviewer Arizona State University, 2007 - 2007

Consultant National Council of Teachers of Mathematics, 2006 - 2007

Consultant NickJr.com, 2006 - 2007

Editorial Panel Member Journal for Research in Mathematics Education, 2004 - 2007

Consultant Leap Frog, 2006 - 2006

External reviewer, faculty promotion University of California-Berkeley, 2006 - 2006

Ad Hoc Reviewer Early Childhood Research Quarterly, 2006 - 2006

Consultant University of Chicago School Mathematics Project, 2005 - 2006

Ediorial Board Member Early Education and Development, 1989 - 2006

Inservice instructor Unity West Elementary School, 2005 - 2005

External reviewer National Institutes of Health, 2005 - 2005

External reviewer University of New York at Buffalo, 2005 - 2005

Reviewer Professional Journals, 2005 - 2005

Reviewer of Handbook chapter Lawrence Erlbaum Associates, Inc., 2005 - 2005

Disertation Award Committee The Spencer Foundation, 2005 - 2005

Consultant National Office, Arlington, VA, Public Broadcasting Service, 2004 - 2005

Teacher In-Service Leader Local Schools, 2004 - 2004

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

Reviewer of grant proposal Ministry of Education of Belgium, 2004 - 2004

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

External Reviewer for Promotion University of Houston, 2004 - 2004

Member of the Site Evaluation Team National Science Foundation, 2004 - 2004

Reviewer for journal articles Professional Journals, 2004 - 2004

Reviewer of book chapters Blackwell, 2004 - 2004

Reviewer of book chapters Lawrence Erlbaum Associates, Inc., 2004 - 2004

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

Invited Main Speaker Mountain Plains Regional Resource Center, 2003 - 2003

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

Arthur Baroody

Professor Emeritus, Curriculum & Instruction

Contact

Office

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

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