of Curriculum and Instruction
College of Education
University of Illinois, Urbana-Champaign
310 Education Building
1310 S. 6th St.
Champaign, IL 61820
Author of the following books: Children's Mathematical Thinking:
A Developmental Framework for Preschool, Primary, and Special Education
Teachers (c. 1987, Teachers College Press); Fostering Children's Mathematical
Power: An Investigative Approach to K-8 Mathematics Instruction (c. 1998,
Erlbaum Associates); A Guide to Teaching Mathematics in the Primary Grades
(c. 1989, Allyn & Bacon); and Problem Solving, Reasoning, and
Communicating (K-8): Helping Children Think Mathematically (c. 1992, Merrill).
For more information about the latest book (Fostering Children's Mathematical
Power), see www.ed.uiuc.edu/facstaff/baroody/newbook.html.
Co-editor with Ann Dowker (Oxford University) of The Development of Arithmetic Concepts and Skills: Recent Research and Theory(in press, Erlbaum Associates). This book will become a part of the "Studies in Mathematical Thinking and Learning" series (Alan Schoenfeld, series editor).
Honors include College of Education Distinguished Senior Scholar (1998); invited discussant at the NIH Mathematical Cognition Conference (Washington, DC, April 1998); College of Education Scholar (1990); and Genesso Valley School Development Association Merit Award for outstanding achievement in applied research/educational innovation (1985).
Research interests include the teaching and learning of basic counting, number, and arithmetic concepts and skills by young children and those with learning difficulties. Research foci include the development of (a) counting principles, (b) arithmetic concepts such as commutativity, and (c) basic number-fact mastery. Author of over 45 journal articles including several publications in the American Journal of Mental Deficiency (Retardation), Arithmetic Teacher, Cognition and Instruction, Developmental Review, Education and Training of the Mentally Retarded, Journal for Research in Mathematics Education, Journal of Experimental Child Psychology, and Teaching Exceptional Children. Recent book chapters include:
Baroody, A. J., Wilkins, J. L. M., & Tiilikainen, S. (in press). The development of children's understanding of additive commutativity: From protoquantitative concept to general concept? In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Recent research and theory. Mahwah, NJ: Erlbaum Associates.
Baroody, A. J. (1999). The development of basic counting, number, and arithmetic knowledge among children classified as mentally retarded. In L. M. Glidden (Ed.), International review of research in mental retardation, Vol. 22. New York: Academic Press.
Baroody, A. J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In J. Copeley (Ed.), Mathematics in the early years, birth to five. Reston, VA: National Council of Teachers of Mathematics.
Baroody, A. J. (1996). An investigative approach to teaching children labeled learning disabled. In D. K. Reid, W. P. Hresko, & H. L. Swanson (Eds.), Cognitive approaches to learning disabilities (3rd ed.) (pp. 545-615). Austin, TX: Pro-Ed.
Baroody, A. J. (1993). Fostering the mathematical learning of young children. In B. Spodek (Ed.), Handbook of research in early childhood education (pp. 151-175). New York: Macmillan.
Baroody, A. J., & Standifer, D. J. (1993). Addition and subtraction. In R. Jensen (Ed.), Early Childhood Mathematics (pp. 72-102), a volume of the National Council of Teachers of Mathematics Research Interpretation Project. New York: Macmillan.
Last updated: August 2, 1998