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Social Sciences and Humanities

D-Index
49
Citations
10595
World Ranking
2929
National Ranking
1422

Overview

Arthur J. Baroody is affiliated with the University of Illinois at Urbana-Champaign in the United States. Their research primarily focuses on mathematical cognition, education, and developmental psychology. They have contributed to the understanding of cognitive and developmental aspects of mathematical skills, with special attention to statistics and probability as well as education and developmental psychology subfields.

Baroody's work encompasses multiple main fields of study including:

  • Mathematics
  • Social Sciences
  • Psychology

Within these fields, their research delves into subfields such as:

  • Statistics and Probability
  • Education
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Theoretical Computer Science

Their main research topics cover areas including:

  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Reading and Literacy Development
  • Visual and Cognitive Learning Processes
  • History and Theory of Mathematics
  • Educational and Psychological Assessments
  • Innovative Teaching and Learning Methods

Baroody has collaborated frequently with several coauthors, notably:

  • Douglas H. Clements
  • Julie Sarama
  • Candace Joswick
  • Meng-Lung Lai
  • Veena Paliwal

Their publication record includes articles in notable venues such as:

  • ZDM
  • Education Sciences
  • Journal of Educational Psychology
  • Educational Studies in Mathematics
  • AERA Open

Key recent papers by Arthur J. Baroody include:

  • Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories, 2022, Education Sciences
  • The development and assessment of counting-based cardinal number concepts, 2022, Educational Studies in Mathematics
  • Cardinality principle understanding: the role of focusing on the subitizing ability, 2020, ZDM

Other relevant scholarly works associated with their frequent coauthors are:

  • Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction, 2020, ZDM
  • Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target, 2020, Journal of Educational Psychology

Best Publications

  • Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers

    Arthur J. Baroody

  • El pensamiento matemático de los niños: un marco evolutivo para maestros de preescolar, ciclo inicial y educación especial

    Arthur J. Baroody

  • Problem solving, reasoning, and communicating, K-8: helping children think mathematically

    Arthur J. Baroody;Ronald T. Coslick

  • Fostering Children's Mathematical Power: An Investigative Approach To K-8 Mathematics Instruction

    Arthur J. Baroody;Ronald T. Coslick

  • The Development of Young Children’s Early Number and Operation Sense and its Implications for Early Childhood Education

    Arthur J. Baroody;Meng-lung Lai;Kelly S. Mix

  • The relationship between initial meaningful and mechanical knowledge of arithmetic

    Arthur J. Baroody;Herbert P. Ginsburg

  • The development of arithmetic concepts and skills: Constructing adaptive expertise

    Arthur J. Baroody;Ann Dowker

  • The Effects of Instruction on Children's Understanding of the "Equals" Sign.

    Arthur J. Baroody;Herbert P. Ginsburg

  • An Alternative Reconceptualization of Procedural and Conceptual Knowledge.

    Arthur J. Baroody;Yingying Feil;Amanda R. Johnson

  • The Development of Counting Strategies for Single-Digit Addition

    Arthur J. Baroody

  • The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge.

    David J. Purpura;Arthur J. Baroody;Christopher J. Lonigan

  • Why Children Have Difficulties Mastering the Basic Number Combinations and How to Help Them

    Arthur J. Baroody

  • Mastery of Basic Number Combinations: Internalization of Relationships or Facts?.

    Arthur J. Baroody

  • One Point of View: Manipulatives Don't Come with Guarantees

    Arthur J. Baroody

  • The development of informal counting, number, and arithmetic skills and concepts.

    Arthur J. Baroody;Jesse L. M. Wilkins

  • Why can't Johnny remember the basic facts?

    Arthur J. Baroody;Neet Priya Bajwa;Michael Eiland

  • THE DEVELOPMENTAL BASES FOR EARLY CHILDHOOD NUMBER AND OPERATIONS STANDARDS

    Arthur J. Baroody

  • The Development of the Commutativity Principle and Economical Addition Strategies

    Arthur J. Baroody;Kathleen E. Gannon

  • Chapter 4: Children's Mathematical Learning: A Cognitive View

    Arthur J. Baroody;Herbert P. Ginsburg

  • Children's Use of Mathematical Structure.

    Arthur J. Baroody;Herbert P. Ginsburg;Barbara Waxman

Frequent Co-Authors

David J. Purpura
David J. Purpura Purdue University West Lafayette
Herbert P. Ginsburg
Herbert P. Ginsburg Columbia University
Douglas H. Clements
Douglas H. Clements University of Denver
Julie Sarama
Julie Sarama University of Denver
Kelly S. Mix
Kelly S. Mix University of Maryland, College Park
Christopher J. Lonigan
Christopher J. Lonigan Florida State University

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