Main Menu Summer 2013


Arthur Baroody

Arthur Baroody

Professor Emeritus
Mathematics Education
Curriculum & Instruction

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); and number-fact mastery.

Representative Publications

Baroody, A. J., Lai, M.-L., Li, X., & Baroody, A. E. (in press). Preschoolers’ understanding of subtraction-related principles. Mathematics Thinking and Learning.

Baroody, A. J., Li, X., & Lai, M.-L. (in press). Toddlers’ spontaneous attention to number. Mathematics Thinking and Learning, 10,51-58.

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

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., & 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.


Fostering Fluency with Basic Addition and Subtraction; Principal Investigator; Institute of Education Sciences, U.S. Department of Education, 2008-2012.

Computer-guided Comprehensive Mathematics Assessment for Young Children; Co-Principal Investigator; Program in Early Learning and School Readiness, National Institutes of Health; 2005-2010

Developing an Intervention to Foster Early Number Sense and Skill; Investigator; Institute of Education Sciences, U.S. Department of Education, 2005-2009.

Key Transitions in Preschoolers Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education; Investigator; Spencer Foundation Major Grants Program, 2003-2008.